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LESSONS 



IN 



MUNSOlsr 



PHONOGRAPHY 






Carefully Prepared and Graded 

with a view to 

Simplifying the Study* 






Chicago : 

O. M. POWERS. 

1897. 







0NEXO1* 



9259 



COPYRIGHTED 

18%. 

By O. M. Powers. 



Copyright, 1S97, 

BY 

O. M. POWERS, 




PREFACE. 



ANY teachers and students of Munson Phonography, 
while appreciating- the many excellent qualities of the 
system, have felt the need of a text-book that teaches 
"modern" Munson, and is arranged in conformity with 
the latest and bes-t methods of teaching shorthand. The 
present work is an effort to meet this demand and to put 
forth a book that will lighten the teacher's labors, 
quicken the students' interest and arouse their ardor in 
their work, and produce skillful and enthusiastic Munson steno- 
graphers. 

No school that has been using Munson Phonography needs to 
have pointed out the prominence the system has attained in the 
shorthand world, nor the eminently satisfactory way it meets the 
requirements of teachers and writers of shorthand. 

The claim is often made that Munson Phonography is not as 
rapid as some other systems. A comparison of the different sys- 
tems, however, will show that the basis of this claim lies simply in 
the fact that the text-books of a few other systems contain a greater 
number of arbitrarily contracted word forms than are to be found in 
the existing Munson text-books. There is nothing in the structure 
of any other system that makes possible a greater degree of speed 
than is obtainable with Munson Phonography. It is enough for 
the student to learn the word signs necessary for ordinary work, 
adding to this list as experience requires, modified by the ingenuity 
of the stenographer to invent contractions and his ability to memor- 
ize them. 

Munson Phonography excels all other systems of shorthand in 
completeness and logical arrangement; the fundamental rules have 
few exceptions, and when properly applied, produce brief, easily 
made, and remarkably legible word forms. The arbitrary part of 
the system is confined to that class of words known as "con- 
tractions," and the learner does not have to burden his memory 
with lists of exceptions in the writing of ordinary words. The sys- 
tem was not constructed with only one idea in view; therefore, 
legibility has not been sacrificed to speed, nor speed to legibility, 



but by a happy combination both speed and legibility have been 
secured by the use of a comparatively small number of rules, which 
are easily understood and of almost universal application. 

This book contains all the instructions and exercises that will 
be needed until a pupil enters an advanced dictation class. Pupils 
who complete this course of instruction, doing- thoroughly all the 
work laid out, and following all suggestions, should be accurate 
writers and good readers, ready for speed practice and the technical 
instructions that come under "reporting." 

Among the features of the book are the following: 

The completeness of a "reference book" combined with the best 
arrangement for learning the system. 

A careful mingling of the theoretical and the practical parts of 
shorthand, in a way to interest the student, and not overburden his 
memory with exceptions and "contractions." 

Clear and concise rules and explanations, written in a way to 
save the teacher from making long explanations and answering' 
needless questions. 

A full page reading exercise in connection with each lesson, 
placed next the text it illustrates. 

Voluminous writing exercises (in connection with the reading 
exercises), testing the pupil's understanding of the lesson, and pro- 
viding large word lists under the several fundamental principles. 

Sentence writing from the start; teaching the pupil to think of 
>j7ords connectedly, and exercising his memory. 

The early introduction of the "word signs" in small groups, 
making their mastery a pleasure instead of a task. 

Extra efforts, in the way of special lessons, suggestions, etc., to 
secure the legibility of the pupil's shorthand notes. 

Special attention called to the close connection of grammar and 
rhetoric with shorthand. 

A special chapter on court reporting. 

The author desires to take this opportunity to present his fra- 
ternal greetings to the shorthand profession, wishing each member 
of it success in his chosen work. It is earnestly hoped that all who 
may peruse this book may discover in it some valuable suggestions, 
that teachers may find it a satisfactory text-book, productive of the 
most gratifying results, and that to students it may prove a course 
of instruction easy to understand and interesting to follow. 

J. E. Christy. 
Chicago, July 15, 1896. 



CONTENTS 



Preface 3 

Introduction 71 

WESSON I. 

Table of Consonants 10 

Remarks on the Consonants 10' 

LESSON II. 

Vowels A and O. 12 

Order of Reading Vowels 12 

How to Pronounce Shorthand Out- 
lines 12 

LESSON III. 

Vowel Representation 14 

Long Vowels 14 

Consonant Positions 14 

LESSON IV. 

Short Vowels 16 

Diphthongs 16 

Concurrent Vowels 16 

Initial I 17 

LESSON V. 

Joined Stems 19 

Vowels Between Consonants 19 

Word Position 19 

Contractions 21 

LESSON VI. 

R and R 22 

L and L 22 

Sh and Sh 22 

Medial Strokes 22 

Contractions 25 

LESSON VII. 

Circles and Loops 25 

The S Circle— How Made 25 

Order of Reading 26 

Uses of the S Circle 26 

Circle Between Two Consonant 

Strokes 26 

Vowel Before a Medial Circle 28 

LESSON VIII. 

Circles and Loops— Continued 32 

Circle and Stem S Distinguished. 32 

Initial Z . 32 

The SES Circle 33 

The ST Loop 33 

The STER Loop 33 

An Additional Circle After Loops. 34 



LESSON IX. 

Initial Hooks 38 

The L and R Hooks— How Made.. 38 

Uses of the Hooks 39 

LESSON X. 

Initial Hooks — Continued 43 

Circles and Loops Before Hooks . . 43 

Special Vocalization 44 

W and Y Hooks 45 

The IN Curl 45 

LESSON XL 

Final Hooks 49 

The F or V Hook 49 

The N Hook =;o 

The S Circle After a Final Hook.. 50 

Uses of F and N Hooks and Stems 50 

The SHUN Hook 51 

The TER Hook 51 

The SHUN Curl 51 

L after a Final Hook -2 

LESSON XII. 

Double Lengths 56 

Positions of Double Lengths 56 

Order of Reading 57 

LESSON XIII. 

Halving., 60 

Positions of Half Lengths 60 

Order of Reading 60 

LESSON XIV. 

Joining of Half Lengths 63 

Prohibited Joinings 63 

Disjo ; ned Half Lengths 63 

Cautions 64 

LESSON XV. 
Brief Signs. Negatives. Past Tense. 



The H Tick. 

Brief W and Y 

Negatives 

Past Tense of Regular Verbs. 

LESSON XVI. 



68 
68 
68 
69 
69 



Consonants Indicating Vowels 74 

LESSON XVII. 

Prefixes 7 8 

"Con" 78 

"For" 78 

" Magna" 79 

"Self" 79 

"With" 79 



Contents. 



lesson XVIII. 

Suffixes 83 

" Ble" 83 

" Bleness" 83 

"Ever" 83 

"Form" 83 

"Ing" 83 

" Mental" 84 

" Ology" 84 

"Self" 84 

"Ship" 84 

" Soever" 84 

"Worthy" 84 

LESSON XIX. 

Word Outlines in General 87 

Omission of Vowels. 87 

Choice of Outlines 88 

"Ly" 88 

' ' Ry" 89 

"Ty" 89 

" Ture" 89 

LESSON XX. 

Consonants Omitted 93 

K and G 93 

T 93 

<? 93 

N 93 

M 93 

Omission of Hooks 94 

" Tial-ly" 94 

Peculiar Forms 94 

LESSON XXI. 

List of Words Discriminated 98 

LESSON XXII. 

Word Signs and Contractions 105 

LESSON XXIII. 

Phrasing 118 

Theory of Phrasing 118 

Words that Should Be Joined 119 

Phrase Position 120 



LESSON XXIV. 

Circle and Loop Phrases 125 

The S Circle 125 

The Ses Circle 125 

The St Loop 126 

The Ster Loop 126 

LESSON XXV. 
Half Length Phrases 131 

LESSON XXVI. 

Double Length Phrases 134 

" The Other" 135 

LESSON XXVII. 

Initial Hook Phrases 139 

The L Hook 139 

The R Hook 139 

W and Y Hooks 139 

The In Curl 143 

LESSON XXVIII. 

Final Hook Phrases 144 

The V Hook 144 

The N Hook 145 

The Ter Hook 146 

LESSON XXIX. 

Breves 150 

I, of, a-n-d, The 150 

He, Him, How, Have 151 

Who-m 152 

Without, When i 52 

With, What I52 

Would, We, You-r I53 

Away, Way 154 

Breves in Proximity I54 

Fourth Position i 5 ^ 

Cautions 157* 

Special Phrases i 59 

Court Reporting 165 

Technical and General Reporting — rfs 
General Observations on Reading 

^ T otes I70 

General Remarks I7 , 

Citation Exercises I75 



INTRODUCTION. 



PHONETICS APPLIED TO SHORTHAND. 

ORDINARY SPELLING AND SHORTHAND CONTRASTED. 

i. — The student of phonography meets a great difficulty 
at the beginning of his work in the fact that the ordinary 
spelling is not phonetic — words are not spelled as they are pro- 
nounced. In this respect English is worse than almost every 
other language. This unphonetic spelling makes trouble 
not only for the student of phonography, but for everyone 
using the language. If words were spelled as they are pro- 
nounced, there would be little labor in learning to spell; and 
further, the spelling would always indicate the proper pro- 
nunciation. We mispronounce most of our words, and are a 
nation of bad spellers, because our ordinary spelling is not 
phonetic. The difficulty will be better understood when it is 
noticed that there are at least forty-two sounds in the English' 
language, and some authorities make more, and our alphabet 
contains but twenty-six letters, thus requiring some letters to 
stand for more than one sound; and to make matters worse, 
some sounds are represented by different letters in different 
words. 

THINKING OF WORDS PHONETICALLY. 

2. — As shorthand writing is phonetic, the task before the 
beginner is to familiarize himself with the sounds of the 
English language, memorize the shorthand signs for them, 
and learn to think of the sounds of words rather than of the 
spelling. After some practice the student will be able to' 
picture the phonographic outlines of words when he hears 

7 



8 L/ESSONS IN MUNSON PHONOGRAPHY. 

them spoken, without thinking of, or being disconcerted by, 
the ordinary spelling of words. 

NUMBER OF SOUNDS IN THE LANGUAGE. 

3* — For the purposes of shorthand we will assume that 
there are forty sounds in the English language — sixteen 
vowels and twenty-four consonants. It is not necessary to 
do more than name these sounds in this book, but the 
student is urged to look up the subject of orthoepy in a 
dictionary or some similar book. 

VOWEL SOUNDS. 

4» — Vowel sounds are produced by the unobstructed 
emission of the sounding breath, modified, but not obstruct- 
ed, by the vocal organs, and are represented in the alphabet 
by the letters a, e, i, o, u and y. In the English and kindred 
languages the vowel sounds form the less important part of 
a word, being used principally to give volume and euphony. 

CONSONANT SOUNDS. 

5. — Consonant sounds are produced by the partial ob- 
struction of the sounding breath by the vocal organs. The 
consonants are the most important part of a word in English, 
and may be called the skeleton or framework of a word. 

METHOD OF WRITING A WORD IN SHORTHAND. 

6. — Following out this idea of the consonants being the 
framework of a word, it is the practice in phonography tc< 
write the consonant sounds of a word first, representing them 
by a series of lines, which is referred to as the outline of the 
word. The vowel sounds are then represented by dots and 
dashes, placed in the proper relations to the consonant lines. 

THE CONSONANTS. 

CONSONANT REPRESENTATION. 

7. — The scheme of consonant representation is built up 
from a straight line about one-fifth of an inch in length and a 



Phonetics Applied to Shorthand. 9 

curved line of equal height. Thus | V^ . By light and shaded 
strokes, and difference in slant, the required number of signs 
is secured. (These signs are given in the table on page 10). 
Sixteen of the consonant sounds form pairs, both sounds in 
each pair being produced with the vocal organs in the same 
position, but one sound is made with more force and a 
heavier breathing than the other. To represent this the two 
sounds are given the same sign, except that the stroke is 
shaded for the heavier sound. P B \\. 

DIRECTION OF STEMS. 

8. — All consonants are written from top to bottom or from 
left to right, except ree, which is always written upward. 

9, — The consonant stems representing 1 and sh are written 
both upward and downward; when written upward are called 
lee and shee; when downward el and ish. 

THE UP AND DOWN STROKES. 

J0» — When necessary to refer to the up strokes (ree / 
lee f and shee Ji) they will be indicated by the use of italics; as 
R L SH. The down strokes (er "^ el f and ish j ) by 
Roman letters; as R L SH. 

R AND CH DISTINGUISHED. 

J J. — The R is readily distinguished from the CH by be- 
ing always made upward, and from its being written more 
nearly horizontal. 

CONSONANT VALUES. 

\2. — It is best, in learning the consonant signs, to utter 
the sound as the sign is made, taking care to give the simple 
consonant sound; for example, the P stroke stands for as 
much of the word pay as is heard when the ay is omitted en- 
tirely. 



10 Wessons in Munson Phonography. 



LESSON I. 

TABLE OF CONSONANTS. 

\ pee — / as in pay ) ess — s as in say. 
\ bee — b as in by. ) zee — z as in seal. 

| tee — / as in to. j ish, shee— sh as in sha.ll. 

[ dee — d as in do. ^) zhee — s as in measure. 

/ chay — ch as in <r^oice. ^ em — m as in may. 

/ J a y — :/ as in yet. ^^ en — n as in no. 

kay — k as in hey. w ing — ngas in ring. 

gay — g as in ^o. f~ el, lee — / as in /ay. 

V^ ef — f as in yew. "^ er — r as in ore. 

^ vee — v as in znew. y* ree — r as in ray. 

( ith — th as in Min. "^ way — ze/ as in way. 

( dhee — th as in them. f yay — _y as inj>es. 

jt ^ hay — h as in hat. 

REMARKS ON THE CONSONANTS. 

J4« — Final ed often has a T sound. 

\5. — Distinguish carefully CH and SH. The CH is 
written in chop and the SH in shop. 

i6. — The K stroke will be used for hard c; soft c is the 
same as S. Use K in come and S in ice. 

\7. — The stroke for G represents only the hard sound of 
g; soft g is identical with J. Write G in egg, J in age. 

\S» — In ordinary spelling the combination DH does not 
occur, but heavy th is practically equal to that combination. 

J9» — The combination ZH is not seen in ordinary spell- 
ing, but s and z often have that pronunciation. 

20* — The letter n is often pronounced as NG, especially 
before k, as in ink. 



Phonetics Applied to Shorthand. 11 

READING EXERCISE. 

s.._\_U._.^„.L_).._y_...\.L/_ .^..(__)--J— -w- 

4 __\ Lz _^__( .1jL/n.«^...^ : .aj:.^..^.., 

5_._v^..\ _.(„.)_./__ j„_^s_._.w— _^-)_ L-\.__)_._- 

e__.\._^.._)._^_..^__.._ N ._.L/.__._\..^_.)_^.__" > >..^_ 

7..\__(_..)._^__._^._.__^__^_..\._r_j__^__^ _/.._,._. 
2o.j._^__/f_._^_.z_.L.\.._)____ w ___r___..)..__^ 

ii^.L....)..)_._(J_.._^_.__.._r__^_.^...(.._L.„|..____ 



12 L/ESSONS IN MUNSON PHONOGRAPHY. 



LESSON II. 

VOWELS A AND O. 

2f ♦ — The basis of vowel representation in shorthand is a 
dot and dash. A heavy dot in middle of the stem represents the 
sound of #, as in the word pay; a heavy dash o, as in the word 
go. Dash vowels are always written at right angles to the 
stem. 

ORDER OF READING VOWELS. 

22. — A vowel written to the left of an upright or slanting, 
or above a horizontal stroke is read before the consonant; 
written to the right of an upright or slanting or below a 
horizontal stroke, the vowel is read after the consonant. 
Ate •! ache _^_ toe |- may ^ 

USE OF UP STROKES. 

23* — Always use L when / is the only consonant sound in a 
word. Ale y- ^ a y f 

24* — Always use R when r is the first sound in a word; use 
R when r is the first consonant preceded by a vowel. Row /( 
oar ~>\ 

HOW TO PRONOUNCE SHORTHAND OUTLINES. 

25, — In shorthand there is a peculiar form for representing 
every distinct vowel sound, therefore when pronouncing 
words represented by shorthand outlines, give the vowel the 
same sound that you do in naming the vowel. Examples — 
am is aim and not dm; ma is may and not ma; ll is isle and 
not ill. 



The Vowels. 13 

READING EXERCISE. 

2- j k _k_ _k „-_(._i_._(-.__-)_„>.„):_^ __^ __. 

4.-7S.-..y...../r--^...^, )r...)r..-..(-..£._^.._LJ^ 

5.i...^ _„_ i__^__L_JL_^_"*_Ll_)i_. 

tf__(\__^ ^ i____^___:l i....^.__._ v i_J_ 

7 (• ^ ^ 1___^.„__^_ )-_„„__(•___):,_(• ^___\_. 

«.(•.„)•.£.. ^ -(•..._):_!„£ i_>_£_3_i_Jt 

»J_JLi_.^ _(•_„ >_JL_^ jl i_>_ Sr ._. 

*©._<•._ )_•...(•-._ _(•__.): J .__^ ..___ f _ .-.„..).-_ 

aJ_Jr_fJ_^ i_.>JL_^_^_^^_3 

i2j;.J:J..-\ 3tJ.„^_)iJL-- v „- v -_: 3 

WRITING EXERCISE. 

26. — Poe,bay, beau, dough, hoe, so, way, toe, neigh, eight, 
ale, ode, lo, no, row, oar, ape, say, lay, pay, own, ace, may, 
they, aid, show, though, hay, ache, day, woe, aim, foe, oath, 
age, oak. 



14 LESSONS IN MUNSON PHONOGRAPHY. 



LESSON III. 

THE VOWELS. 

NUMBER AND CLASSIFICATION. 

27. — It has been already said that there are sixteen vowel 
sounds in the English language. These sounds are divided 
into two groups — twelve simple vowels, and four diphthongs. 
The simple vowels are classified as ' 'long" and ' 'short. " 

VOWEL REPRESENTATION. 

28* — Heavy dots and dashes indicate the long vowels and 
light dots and dashes indicate the short vowels. They are 
written at the beginning, middle and end of stems, or in 
what is known as first, second and third positions respective- 
Iv. As Va /C* 

LONG VOWELS. 

First position, ^ *|a as in far. ^ ~|a as in all. 
Second position ^ .|a as in pay. ^ -| o as in so. 
Third position, ^» Je as in be. . ^\ |oo as in too. 

CONSONANT POSITIONS. 

29. — First position — Half of the height of T above the 

ruled line. „\__/7___zi T^_ 

Second position — Resting on the line. \ /*" 

Third position — Upright stems half way through the line; 

horizontal stems just under the line. _ \ _/^_ 

30. — The vowel governs the position of the consonant 
stem with the reference to the line. 



The Vowels. 15 

READING EXERCISE. 









4__\__ / _^:_._><....-_._.|..__^__J__-L..._|___ / ^___/ < :-._ / 

7.A_1._U-. H ,.__.!?_____] ' 

I. L • i v? 

s . 1.__; — ^ ^____ v .__. 

J . C *- 



d—^.x.js^..;. ^ „_ L__i... r 

i».J.._):_.JL_N5„.i > (• _ (- (• w' )- 

• " -------- t - . 

WRITING EXERCISE. 

31.— Pa, ma, paw, saw, law, raw, ought, all, thaw, obey, 
ego, pay, may, ray, low, row, so, do, aim, ache, oath, though, 
oar, mow, own, ode, show, they, each, see, who, rue, eel, 
shoe, do, coo, ooze, ease, ear, key, pea, coo. 



16 Lessons in Munson Phonography. 



LESSON IV. 

32. SHORT VOWELS. 

First position, % f~ "| a as in at. m f ~\ o as in dot. 
Second position, T \ e as in ebb. y -| u as in up. 
Third position, f j i as in it. y J oo as in foot. 

DIPHTHONGS. 

33. — A diphthong is a combination of two simple vowels. 
Diphthongs are provided with peculiar distinguishing signs. 
They are as follows: 

v | I as in by. Equals a + i. 

K \ OI as in boy. Equals 6 + i. 

L | OW as in cow. Equals 6 -\~ <oo 

J EW as in few. Equals e -f- 65. 

The first three diphthongs are written in first position. 
The fourth in the third position, and not like dash vowels 
they are always written so as to point in same direction. 
Never change to fit slant of stem to which they are written. 

concurrent vowels. 

34. — In words where two concurrent vowels have to be 
written in connection with one consonant stroke, the vowel 
pronounced next to the consonant is written closer to the 
stroke than the other vowel. Owen ^ area ■>. 



The Vowels. 17 

remarks on the simple vowel scale. 

35. — The longhand spelling will be of some assistance in 
distinguishing the first position heavy dot and first position 
light dash, as the letter a will usually require the dot, and <?the 
dash. 

36* — Such words as bare, chair, class, etc., are written 
with the first position light dot. 

37* — Clerk, herd, stir, etc., take the second position light 
dot. The second position light dash is mainly used in words 
containing the letter u. 

INITIAL I. 

38. — An exception to the rule that the consonant signs in a 
word are always written first, occurs in words beginning with 
the diphthong I. The diphthong sign is usually made first, 
and the consonant stroke joined on, where the two signs make 
a distinct joining. 



18 Lessons in Munson Phonography. 

READING EXERCISE. 



< . ^ . N ■ s: s: k r 7— : 

4: 

5 



/ 


^ -) \ W P r- „ 


. i_ _ i ... . 


. •> 


.j . — 


l> v; 

- J* c 



7 x \ 1 


' r - ^ vl c c 


) v J" 


V 


1 — 

8 ' _ . _. 


) ^ /' /T ^ 

V 


v v — 


- r r 


^ r / 




L L~-^ 


r- .r 



*»\>- \~4— ■£- =v- ^-W--^— ->-— ^--- ^— -i— 



i _ *- 


- /. 


^ ■) 


JL.s.^ 


,r ./T ^ <r ./r 


a 







WRITING EXERCISE. 

39. — Add, am, egg, etch, edge, it, in, ill, if, on, odd, of, 
up, us, by, lie, lye, dye, tie, buy, by, boy, coy, Roy, toy, joy, 
bow, bough, mow, how, out, row, sue, view, lieu, adieu, issue, 
payee, iota, boa, Ohio, idea, vow. 



Joined Stems. 19 



LESSON V. 

JOINED STEMS. 

40» — In words containing more than one consonant sound 
the stems are joined as letters are joined in longhand, attaching 
one to another in regular order without any break or lifting 
pen or pencil from the paper. Be careful to observe the rule 
for direction of stems when joining one stem to another. 

VOWELS BETWEEN CONSONANTS. 

4J. — All first place and the two long second place vowels 
are written after the stem immediately preceding; all third place 
and the two short second place vowels are written before the 
stem immediately following. Tack [__. take |^ tuck |_j_ 
took — |— i— 

42* — Where two vowels occur between two stems, the 
first vowel is written after the stem which immediately pre- 
cedes them, and the second vowel before the stem which im- 
mediately follows them. Idiot "~t"" seeing— ^ 

WORD POSITION. 

43. — Words having two or more stems are written so as to 
bring the first upright or slanting stem in the position of the 
only or accented vowel. Top .£___ monopoly O-^y 7 
monotony < ~ r \^. 

44. — Words composed entirely of horizontal stems, the first 
stem takes the position of the only or accented vowel. Mini- 
mum 



20 



Lessons in Mdnson Phonography. 



READING EXERCISE. 






.^.__^___^r__^. 



:/C 



_j__Ul__. 






6 S — , _S 



.^r_ ^_ 



-^-t 



8. 
9 



Jl 






io. t~r 



k- 



,4 



-V- 



v_ 



11 



«__Y..„kL 



<? 7 









Joined Stems. 21 



WRITING EXERCISE. 

45* — Talk, chalk, dock, lock, cam, tap, bob, dodge, calm, 
attack, knotty, mob, acme, gong, endow, coffee, decoy, moth, 
maim, came, page, cage, make, evoke, both, foam, decay, 
today, peep, gig, lily, tube, fume, deep, book, big, fig, deem, 
cheek, needy, beauty, being, pith, much, peg, death, numb, 
empty, money. 

REVIEW WRITING EXERCISE. , 

46* — Tattoo, above, hanging, picking, fatigue, engage, pack- 
age, beneath, nothing, pink, shipping, bulge, shank, bank, 
managing, voyage, enjoy, judging, income, piety, tidy, month, 
edify, balmy, dimity, bamboo, patch, etching, enemy, pa- 
goda, mammoth, tank, uneasy, infamy, bathing, shipwreck, 
victim, topic, touching, bigamy, monkey, uncouth, vanity, to- 
bacco, fathom, nominee. 

CONTRACTIONS.* 

fAn-d _ __•___ a >N The__ But \ What_JLHe_,_him _,_ 
That ( Them ( "with ._'__. Who -^ I J__ of . yj how—:,— 

Alone or joined to next word: You — a~~or — — 

He came with a book. We know nothing of it. You 

took the check. I ought to see them. I saw many of them. 

I know that it ought to be in that pouch. He took all but 

two of them. They say they may pay the money tomorrow. 

They appear to be too bulky. They talk of making it lower. 

It came a month ago. 

*An alphabetical list of the contractions will be found on page 1 07 
fThe absence of a base line in any case will indicate second po- 
sition. 

For names of brief forms (breves) used for such words as what, 
he, etc, see note, pag-e 150. 



22 Wessons in Munson Phonography. 



LESSON VI. 

VARIABLE CONSONANTS. 

R AND R. 

47* — R is used when r is the first sound in a word unless 
followed by m or hay, also when it is the last consonant sound 
in a word followed by a vowel. Rope /(\ rum ~Vk bor- 
row \X 

48. — -R is used when r is the first or only consonant sound 
in a word preceded by a vowel, unless followed by ith, dhee, 
chay, jay, ef or vee; also when it is the last sound in a word. 
Air [\ arc *^ . urge jyf arch •/? _ bar V. 

L AND L. 

49. — L is used for the / sound except when it is the first 
consonant in a word preceded by a vowel and followed by a 
horizontal stem, and when it is the last sound in a word of two 
or more consonants. Like C^ looked _.. / <nT] ... daily |^~. fol- 
low \^ allow r~ alike £>_ fall K. 

SH AND SH, 

50. — SH is used for the sh sound except when it is the last 
consonant in a word followed by a vowel. Shake j*_ Osh- 

kofh *5? • ash ___. bushy —\^'- bush ~~^f~ 

MEDIAL STROKES UPWARD AND DOWNWARD. 

5J, — The stroke for r, /and sh, when both preceded and 
followed by other strokes, may be written in either direction, 

according to ease and legibility. Film ~\-f^>— ., dashing [y^ 
rushing . firm ^->v tarried _\/\__ 



Lessons in Munson Phonography. 



23 



READING EXERCISE. 



4. 



?S 



/y- 



-t*- 



i.. /^.: 



p</-^- 



x 



-/V- 



y <r 



/v Lf>-_...^_„/<\...^c. 



e. 



<2 



A 



c 



£» 






£ 



9 --y-^--^ 



za xA 

11.. 



i- 



'---Vc/- 



V7 



-XI 






-> 



14 



_.V7— -i- 



7 1 



24 Lessons in Munson Phonography. 

WRITING EXERCISE. 

52 — Rap, rib, repay, red, rode, reed, reach, rake, rig, refuge, 

rhythm , rouge, rainy, ranch, arc, early, arnica, earring, par, 

p our, tar, char, fear, fire, mayor, lower, opera, bureau, curry, 

cherry, carry, ivory, sherry, emery, worry, lip, loud, logic, 

lucky, lake, lag, lug, laugh, leaf, levy, lofty, loathe, lathe, 

lame, limb, lying, launch, album, alibi, allied, allege, elbow, 

Italy, rudely, jolly, gaily, follow, fellow, valley, shallow, 

newly, wallow, waylay, hollow, hilly, alkali, alum, alike, elm, 

almanac, pill, pool, boil, ball, bowl, tall, toil, dial, dull, duel 

» 

kill, cool, file, fowl, fail, feel, fool, full, vial, vile, reveal^ 
null, shake, shanty, chamois, shaggy, shave, shiny, shook, 
push, dash, cash, douche, tissue, ratio, rebuke, varied, affair, 
July, revamp, olive, showbill, ramify, alarm, demolish, rarity, 
reddish, among, denial, pulp, mileage, fuller, failure, apology, 
novel, failing, following, dirty, milk, delude. 

REVIEW WRITING EXERCISE. 

53 — Ripe, rob, ride, ready, rod, rid, rage, rug, revoke, wreath, 
ruche, ruin, rank, rally, Arabic, hourly, erring, pier, bore, 
tire, jar, fewer, mire, liar, layer, borrow, tarry, rotary, injury, 
fairy, thorough, Mary, narrow, hurry, lobby, latch, lack, 
leaky, look, leg, luggage, loaf, life, lavish, lath, loth, lash, 
lime, lion, laying, elude, although, albino, allude, elope, 
alpha, elegy, duly, richly, jelly, gully, folly, fully, volley, 
mellow, unfair, lowly, willow, highly, hello, almighty, 
alumni, alimony, aluminum, pale, repeal, bale, bill, tool, 
towel, duel, recoil, cull, foil, fall, fell, fill, fuel, vowel, veil, 
Alabama, kneel, anneal, tamely, shadowy, shamrock, shading, 
shame, sheath, chandelier, dashy, mushy, rummage, illuminate, 
empire, avowal, radii, film, alchemy, porch, assure, ramrod, 
melody, America, vanilla, cashmere, anvil, feeling, involve, 
ashore, menial, renewal, dealer, boiler, pillar, miller, taller, 
teller. 



Lessons in Munson Phonography. 

contractions. 

54— Had J_ Can JL. Shall -ri_ Was \ 
Do I Come Should --/-. . These --)-- 

Did -|- Could _„ Have __'__ Think .-(- 
I had to follow him. I was ready to follow him. It was 
politic to do so. I did what I could to aid him. I can make 
a thorough job of it. They have come to argue that bill. I 
shall rush it along. We shall look into what they allege. 
You should have followed him. What did you do with 
these? I think you should see him. We think that should 
follow. He should make an apology. He did wrong to re- 
veal it. They urge us to abolish it. I see him daily. They 
like to have them that way. 



26 Circles and l,oops. 



LESSON VII. 

CIRCLES AND LOOPS. 

A SMALL CIRCLE FOR S. 

55* — The sound of S occurs so frequently that it is nec- 
essary to provide a shorter sign for it, and this has been found 
in the small circle; which in practical writing is made as small 
as possible. The sound of Z, being the cognate of S, may 
also be represented by the circle. 

56* — The small circle suggests larger circles, and loops, 
and accordingly these forms will be introduced in the next 
lesson, in connection with consonant combinations in which 
s plays the leading part. 

METHOD OF WRITING THE CIRCLE. 

57- — The circle is always written on the right-hand side 
of upright straight stems, on the upper side of horizontal 
straight stems, and on the inside of curved stems. On straight 
stems the circle is made with a motion contrary to that of the 
hands of a watch. (L ft ^„ 

NO PART OF CIRCLE RETRACED. 

58* — The making of the circle is begun and fini shed at 
the same point where the stem begins — just where the stem 
would begin, if it stood alone. 

R TAKES MODIFICATIONS AS IF A HORIZONTAL STEM. 

59* — It is important to note in this connection that R, 
although considered an upright stem, takes circles, and the 
other modifications that will be introduced, on the same side 
that K and G take them. 



Wessons in Munson Phonography. 27 

order of reading. 

60* — A circle at the beginning of a stem is read first; at 
the end of a stem it is read after everything else. The order 
of reading will be — first, the initial circle; second, the vowel 
before the stem; third, the stem; fourth, the vowel after the 
stem; fifth, the final circle. Suffice __^f 

VALUE OF CIRCLE. 

6\. — The circle is used: (i) when s is the first sound of 
a word; (2) for s or z in the middle of a word, not in connec- 
tion with two concurrent vowels; (3) when s or z is the last 
sound in a word. (1) Sight _ v f_ ; (2) passing \_> , visit . __ 
(3) Choice .Al., chose £ \ 

62. — There is usually no occasion to distinguish s and z 9 
but the circle can be shaded for z. The meaning of the 
sentence would show, for example, whether loss or laws had 
been uttered. 

CIRCLE BETWEEN TWO STEMS. 

6Z. — The circle between two straight stems is written to 
the first, as if that stem stood alone, when both stems are 
written in the same general direction. T-s-T k If there be 
a difference in the direction of the strokes, the circle goes 
outside the angle, or, more properly, on the side of the 
greater angle. T-s-K J_ Between a straight stem and a 
curve, the circle fits the curve. D-s-M J^ Between two 
curved stems, the circle fits the curve of both stems, if possi- 
ble; if not, it fits the first stem. N-s-F^-^ M-s-N^^ In 
a very few words, like facility, the circle is written "outside," 
as if between two straight stems forming an angle. M-s-Y 
T" Briefly, the circle is usually written to the first stem; but 
when there is a difference of direction or curvature, it is writ- 
ten "outside" the angle. 

64:. — In making a medial circle the pen always crosses 
the preceding stem. 



28 Circles and lyoops. 

A VOWEL BEFORE A MEDIAL S CIRCLE. 

65. — The rule in If 41, regarding the method of 
writing a vowel between two stems, does not apply when 
there is a circle between two stems; a vowel, no matter what 
its position, occurring just before the circle must be written 
after the preceding stem; and a vowel pronounced just after 
the circle must be written before tHe next stem. Disk -J.— 

66. — A medial circle should not be drawn carefully and 
slowly, but turned quickly, as if it were merely a circular (in- 
stead of an angular) joining of two stems. 

RAFTER A MEDIAL OR A FINAL CIRCLE. 

When the consonant n follows an ^ circle, in the middle 
or at the end of a word, it may be indicated by a "curl" on 
the "back" of the preceding consonant stem, made by con- 
tinuing the motion of the pen after completing the circle. 

Moisten r~& , arsenic 



A final s may be written inside this curl. Moistens _ 



IvESSONS IN MUNSON PHONOGRAPHY. 



29 



READING EXERCISE. 



.1 f 



<r 



«.._-_-L J >__^„ E:r .£„^ r ^j: 



<T-N-« 



^o \. 



2 ^1_.^__P <i^-_ Y>__\_ 

V- Q_> V i 

I 

3 ^__^°__-/-<;____<!_-rff__^.__f?___^ _{__/_._/- 



jE_l_?fe_l__£...& 



/— - 



CLJ? 



L, 



<r-6* 



.^ 



5__.p_ ^ P _ !>„_ . — L-___/°- . 

a o \o Q 9 



-<*" -I" 



7— 



\ 



■rv 



^s^J) ■ 



A- 



S.___*C>\___Oi. 






9._.^^_ 



zo. 



rCLl-L^ , 

_4= 



*= 



Ji__lr- 



j» ij. 2—5 



-^--^---\--^--V]; ^ 



.— /&•&. 



\ ^ 



30 Circles and L,oops. 

WRITING EXERCISE. 

Suit, toss, soap, pose, apes, pays, sights, annoys, keys, 
jaws, issues, lease, odds, dues, silly, sum, muss, accuse, 
apiece, obeys, toys, adduce, edges, echoes, office, sofa, sago, 
ages, voice, views, thus, this, those, shows, ashes, amiss, 
amaze, amuse, alleys, allies, allays, airs, oars, ears, arise, 
arouse, arose, erase, wise, house, hose, hues, bows, aids, 
sunny, spike, speck, slip, spill, slope, spoil, smack, boils, 
bills, fix, mix, tax, lax, makes, Saturday, Scotch, sketch, 
solid, sameness, safety, safely, sagacious, selling, salutary, 
abeyance, safekeeping, sapphire, satire, savage, scale, skull, 
skill, scalp, scollop, scaly, scamp, scar, scare, sere, scour, 
seamless, sealingwax, cellar, sailor, search, severe, severity, 
service, surveys, surmise, serge, revise, refuse, repose, re- 
duce, remiss, rims, nameless, callous, apex, spark, Paris, 
police, malice, silk, pumice, lapse, rawness, sleeve, swim, fa- 
mous, ruins, induce, summary, force, smith, smooth, an- 
nounce, slab, varies, smear, suffocate, spur, solve, fears, 
solemn, pierce, snap, snatch, research, sagacity, accede, cus- 
tomary, absorb, rescue, reside, acoustic, receipt, castle, ex- 
pel, excel, docile, absentee, abusive, sarcastic, satisfies, dis- 
miss, specifies, receives, reason, rising, resin, resign, resolve, 
dissolve, facsimile, absolve, receiver, pestle, tassel, ransack, 
wrestle, unsettle, jostle, aimlessly, insanity, phosphorus, re- 
fusal, vessel, facile, thistle, offensive, nestle, submissive, dis- 
missing, amusing, lacing, losing, leasing, forcing, piercing, 
answer, sincere, cancer, arising, arousing, arson, arsenic. 

CONTRACTIONS. 

Charge _ / Part _\_ Go J^_ Spoke \ 
Change, which / Object /. Gave __ Speak _^__ 
Large __/ Object \ Give „____. Possible \o__ 
Advantage—/- Because 7"° Several ^ Would —3— 
Opportunity .^- Own J^ Any - -__-, Subject \ 
For \^ Ever ^ Will __ /i r„ Usual-ly „j.„ H-as °_ 



Lessons in Munson Phonography. 31 

They will make no charge for this change. I object to 
taking the large piece. In this way I lose my advantage. 
You gave me this part because I know what to do with it. He 
usually takes several days. They refuse to make any change. 
He spoke to me on that subject several days ago. I object to 
so much sameness in his speeches. It should be as large as 
possible. They miss no opportunities. I gave it to him for 
safekeeping. They gave us no opportunity to give our rea- 
sons. This eliminates all possible risk. I can surmise what 
they will do. They will have many opportunities for dispos- 
ing of them. They have nothing to say on this subject. We 
think you have no cause for alarm. I will do this to remove 
any fear you may have. I know what they allege to be wholly 
false. You will receive it inside four days. He came to my 
rescue. They will resume business at an early day. 



32 Circles and Loops. 



LESSON VIII. 

CIRCLE AND STEM S DISTINGUISHED. SES CIR- 
CLE, ST AND STER LOOPS. 

CIRCLES AND STEMS DISTINGUISHED. 

66* — The stems S and Z will not be discarded, but will 
be used where the circle would not afford sufficient legibility. 
The rules below, in addition to those in If 60, will make 
this clear: 

RULES FOR STEMS. 

61* — The stems S and Z are used in the following cases: 

(1) When s or z is theonly consonant in a word. So )- 

(2) When preceded or followed by two vowels. Science 

__k, 

(3) When the first consonant in a word and preceded 
by a vowel, Ask *L_. 

(4) When the last consonant in a word and followed by 
a vowel. Busy — V- 

6S* — Words whose only consonants are two s sounds are 
written with a stem and a circle, following rule 4 given above, 
and rule 3 in \ 61. Saucy '_\ sauce _)__ 

69* — The words size and seize are written with an initial 
circle and a stem Z. 

70* — The word says preserves the stem in the primitive 
say and adds a circle. 

initial z 

7J. — All the rules previously given for S apply also to Z, 
except that the circle never stands for Z at the beginning of 
a word. Zero-^f-- 



IvESSONS IN MUNSON PHONOGRAPHY. 33 

THE LARGE CIRCLE. 

72» — A large circle is used for any syllable consisting of 
two s or z sounds, or any combination of them, with an in- 
tervening vowel; that is, the large circle can be used for any 
syllable, no matter what its ordinary spelling, equivalent to 
ses, zez, sez or zes. Access •- D ^ houses (P , chooses --/—, 
possess Nq 

73* — The large circle is used initially, medially and 
finally. It follows the general rules given for the small circle. 
Ancestors I* 

74* — The vowel included in the large circle is usually 
short e. When any other vowel occurs, it may be written in- 
side the circle, its position inside the circle corresponding to 
the position of the vowel. However, it is hardly ever neces- 
sary to insert the vowel, and the circle, unvocalized, can 
be used for any of the following syllables: cis, ces, cys, 
sis, sys, etc. Exhaust \ 

75« — The large circle is used chiefly to form the plural 
of nouns that end with an ^ or a z sound in the singular, 
and the third person present indicative of verbs that end 
with an s or a z sound in the first person. Pieces _\ ... 

rises ^P 

THE SMALL LOOP. 

76. — A small loop is used for st at the beginning of a word, 
and for st or zd in the middle or at the end of a word. The 
order of reading is the same as that given for the S circle. 
Stop '\__ post \ 

77. — In making a medial loop, the pen never crosses the 
preceding stem. See \ 64. Earnestly ~\j~' 

7S # — A medial st loop is frequently best written at the 
slant of CH, independent of the preceding or of the follow- 
ing stems. Extensive -^-o^ji 

THE LARGE LOOP. 

79* — A large loop can be made in the middle or at the end 
of an outline for the syllables ster and sture. Master _^ 



34 Circles and L,oops. 

addition of the s circle to a ses circle or a loop. 

80* — A small circle can be made on the back of a stem 
after a large circle or a loop. The final syllable es can be 
added in this way, without indicating the e. Possesses So, 
Lists /*?__ 

8L — Nothing can precede an initial circle or loop, and 
nothing can follow a final circle or loop. 

N AND NG AFTER A FINAL LOOP. 

The curl for n mentioned at the end of the preceding les- 
son may be used for either n or ng after a final loop. Pis- 
ton, , casting j~* , mastering A^ 



Lessons in Munson Phonography. 



35 



READING EXERCISE 



)• 



r-° v. ^ 



2 



^ 



\ 



-H 



7_ :_A.__-L_f___ r/ ___^. 






.!?V 



<^ 



r 



.^ 



•^ > 



^1. 



9->...^-L..L^ 



iO 



.k. 



i; 






-3 









*i_*i_J&___b_Js„_/_^„__fa„_:?_. 



<r^> 



./£- 



— ^ <-^ y i 



13_\> >#___/&._ 



■/* 



..*. 



•r 8 — o 



fa .*=> 



v i_5 



36 Circles and Loops. 

WRITING EXERCISE. 

Saw, see, sign, assignee, seek, askew, acidity, assayer, 
asparagus, isosceles, azimuth, ounce, ensue, lease, lessee, 
legs, legacy, rose, rosy, fox, foxy, dizzy, hazy, policy, Ten- 
nessee, uneasy, saying, sowing, exhaust, assess, seesaw, 
zenith, zodiac, possess, abscess, axis, axes, access, raises, 
opposes, houses, cases, chooses, tosses, losses, leases, masses, 
recess, offices, excuses, induces, molasses, arouses, spaces, 
notices, reposes, menaces, taxes, Texas, fixes, possessed, 
Mississippi, insist, unceasing, excessive, necessary, stab, 
steer, sticks, stock, staff, star, styles, stiff, store, story, post, 
based, taste, hoist, vast, waste, most, just, cost, haste, wrist, 
laced, tossed, paste, lest, faced, yeast, ceased, spiced, re- 
duced, announced, refused, boxed, text, forest, pierced, mo- 
lest, direst, chemist, purest, steepest, majestic, tapestry, 
tester, fester, muster, roaster, pasture, posture, gesture, mois- 
ture, semester, mixture, fixture, Rochester, yesterday, lasts, 
rests, successes, posters, teamsters, deposed, deposit, un- 
steady, obstinacy, costing, resting, license, investing. 

REVIEW WRITING EXERCISE. 

Essay, spire, aspire, acidulous, assassin, aesthetic, ossify, 
asphyxia, purse, pursue, fix, efficacy, farce, pharisee, mercy, 
intimacy, Nassau, ecstacy, kersey, lunacy, scion, seance, 
Louisiana, saucer, scissors, sausage, seasick, seaside, secede, 
sesame, Xenia, Zurich, pieces, abuses, exposes, rejoices, re- 
duces, refuses, invoices, boxes, mixes, thesis, advises, 
synthesis, genesis, synopsis, exercise, deceased, empha- 
sized, subsist, incisive, exhaust, society, stoop, stung, stud, 
still, steam, status, stucco, stirrup, storm, sliced, attest, 
opposed, fixed, mixed, burst, repulsed, surmised, statistics, 
artistic, vestry, testify, sophistry, teamster, monster, bol- 
ster, lobster, baluster, register, paymaster, Amster- 
dam, posts, imposters, investors, diffused, deficit, repose, 



Lessons in Munson Phonography. 37 

reposes, reposed, annex, annexes, annexed, reduce, reduces, 
reduced, revise, revises, revised, dismiss, dismisses, dis- 
missed. 

CONTRACTIONS. 

System ...p.. advertise [, insurance — < ^ 5 -- are, our / 

long ^^ distinct -l— signify ~ n single '~^~' were^~ 

among w first Vo singular. c; -£r swear "^v from, time _^*__. 
thing - < ^- next ^-^ similar ... <J _ sr _ swore °^\ why ^i_ be- 
yond C amongst ^ similarity _^_ here — ^y- when._c. 
yet, young f thank ( worth ( your, year __^-_„ his 

I think this system is the best. The outcome of this 
arises from several distinct causes. This is the first case we 
have seen. They insist on having the next invoice. Such a 
state of things may possibly exist amongst them. The gist 
of the case lies just here. They advertise a similar stock. 
We are delaying that they may have time to signify a desire 
to assist us. We have seen several similar boxes. It is easy 
to see the similarity. The insurance will make up the losses. 
His failure under such auspices is singular. They swear to 
its accuracy. They swore to these items at that time. Is it 
necessary to stop here? I thank you for your advice in this 
case. His lame excuses expose his weaknesses. They were 
forced to make the change. He refuses to recede from his 
first ideas. Why should we change this system? When can 
you step in to look at this list? It is a long time since we 
first looked into this subject, and we have no reasons to 
change our first designs. It is worth all it costs. What are 
so few among so many? This thing should be laid aside for 
the time being. It is beyond my power to assist him. He 
has six days yet in which to make his tests. Do you think 
he is too young for this office? What advantages does your 
system possess? The deficit is smaller this year. They are 
opposed to any such scheme as that. 



38 Hooks. 



LESSON IX. 

HOOKS. 

INITIAL HOOKS. THE LIQUIDS, L AND R. 

82- — The consonants / and r are called, liquids, because 
they flow together with other consonants, making close com- 
binations. Thus, in the wordplay there are but two sounds, 
the p and / forming a union, of which p is the principal 
sound. Therefore, in this system of shorthand, when a con- 
sonant is modified by a following / or r sound, a modified, 
or hooked, stem is made, instead of the simple stem. Al- 
though the hook is written first, the stem is read first. These 
hooks are made initially, as final hooks will be needed for an 
entirely different purpose. 

L AND R HOOKS. 

83» — The L hook is indicated by a small hook on the 
"circle" side of straight stems, and a large hook on the in- 
side of curved stems. The R hook is indicated by a small 
hook on the "opposite" side of straight stems and on the in- 
side of curved stems. Ply K , Fly _^, Pry \ Fry <CL 

HOOKS LACKING. 

84* — For the sake of simplicity L takes only the r hook, 
R the / hook, and R the r hook. Lr C Rl ^ & r ,c ^ 

CORRECT MOTION OF THE HAND IN MAKING THE HOOKS. 

&5. — Make the small hooked characters with but one 
movement of the pen; rest the pen firmly against the paper, 
then give the arm a quick roll. Start the large hooked 
characters with the hand in full motion. 



Lessons in Munson Phonography. 39 

l and r stems and hooks distinguished. 

86* — The stem signs for / and r must be used when those 
consonants have a full, separate sound. Blow \, below \A , 
try J , tire \L 

THE "PEL" SERIES. 

87. — To extend the usefulness of these hooked signs, 
(and also because /and r do not combine closely with all the 
other consonants), they may also be used to represent 
syllables consisting of the consonants represented by the stem 
and the hook and the intervening sound of short e. The 
double consonant signs so used in the reading exercises may 
be recognized at once by the absence of a final vowel. 
Able \, offer JL _ 

MEDIAL HOOKS. 

&&. — Where a hook occurs in the middle of an outline, it 
is frequently impossible to make it perfectly. Sometimes it 
is made by retracing the preceding stem a short distance, and 
then striking out quickly in the direction of the second stem. 
Taker ]•_ 

89. — Such words as shaker, sugar, shimmer, etc., take an 
SH stroke, on account of the hook on the lower side of the 
following stem. J? ..J^.^.J^'.. 

READING BADLY MADE HOOKS. 

90. — On curved stems the / and r hooks can be distin- 
guished by their shape, even if the size is misleading. The 
r hooks tend to curl in and form a circle; while the / hooks 
are straighter and more open. 

9J. — The rules governing upward and downward strokes 
hold good when those strokes have an initial hook. Official- 
ly --\zs)- r \y~ 

92* — The R\ sign is so convenient that it is used when r 
is immediately followed by /, in the same or a different syllable, 
and when a vowel intervenes. Pearl ^x^-, pearly^x^-., bar- 
rel V^ 



40 



Initial Hooks. 



READING EXERCISE. 



\ v 



„ "\ -V. \ 



^-_ Aa_.^__ 



<*-— 



-\> 



1,1- 



i-1:- 



r t 



i. 



Li„i 



^-- A -C; 



3l..^.. v . V: . v _ CT ..l..;.,.^. v LAJ 

*_5_'a 



:&. 



:i:% 



•\ \ 



Jk 



v_ l r 



t. \ "C 



7_ 

9_ 
10 



K 



• \» 



i-3 






k- 



< 



■V--f- 



aS. 



-s 



13._ 
14 



3-—1----9 



-fO 






l-l 






-<>■ 



Lessons in Munson Phonography. 41 

WRITING EXERCISE. 

Play, plow, clay, glee, flee, prow, pro, bray, troy, craw, 
crow, gray, grew, fro, plies, please, pleases, pleased, braced, 
prize, press, presses, pressed, browse, blast, bluster, blister, 
blest, tries, trace, truce, dressed, dries, close, closes, closed, 
crest, thrust, crusts, cloister, glasses, cruise, grazed, graces, 
flies, floss, flaws, freeze, phrases, play, pale, plea, peel, blow, 
bowl, try, tire, cloy, coil, glow, goal, flaw, fall, follow, flew, 
full, fully, flay, fail, fry, fire, fiery, free, fear, fury, fro, fur, 
furrow, adder, addle, ogle, opal, oral, osier, oval, honor, 
inner, error, track, trim, trick, trail, cloth, clock, clear, brake, 
brick, plague, cream, plum, plume, truck, bring, drip, club, 
flower, breath, clutch, drag, gleam, trash, bridge, blush, 
flake, crutch, flame, clap, crayon, crib, crimson, fluid, flurry, 
prayer, prairie, prick, crack, April, block, drug, brush, crisis, 
drill, trowel, trail, truly, cruel, grill, climb, broil, cling, frail, 
freely, thrill, drawer, grape, trap, produce. 



REVIEW WRITING LESSON. 

Fringe, precious, presume, flask, fresco, trustee, brisk, 
classify, preside, presence, grasp, clasp, closet, closely, 
grocery, proximity, impress, progress, employ, fabric, elec- 
tric, cambric, simply, repress, replace, abroad, acrimony, 
decrease, increase, umbrella, duplex, inclose, implicit, pre- 
mise, proclaim, implore, imply, premium, proffer, impress, 
flax, prelude, prepare, flange, milliner, clover, criticise, 
grumble, trimmer, rumor, drawing, drowsy, enamel, intrust, 
enable, placid, flank, glaring, grapple, flesh, infallibly, library, 
major, freak, infringe, flimsy, waver, parallel, pitcher, 
globe, froth, mineral, muzzle, fluency, jumble, maker, 
florist, miracle, pliable, preamble, perplex, primer, prism, 
fluffy, animal, wafer, Florida, plumbago, prior, Friday, glossy, 
fumble, reproduce, property, properly, declare, flexure, 



42 Hooks. 

liquor, syllable, prevail, resemble, average, legible, speaker, 
voucher, middle, liable, newspaper, legal, stumble, staple, 
thimble, collar, color, cooler, stifle, tumble, penalty, final, 
funnel, knuckle, embrace, banner, panel, timber, en- 
try, trigger, triple, proceeds, precede, ledger, nippers, logi- 
cal, surgical, typical, tropical, curl, gnarl, marl, purely, bare- 
ly, fairly, spiral, obstacle, moveable, triumph, fresher. 

CONTRACTIONS. 

Practice \ _ Belong \ Truth ] Largely /* Princi- 
ple j\~ Believe „^„ Deliver __ f— Larger / People — s^- 
Number \ During __q... Degree --,«<— 

This practice places a premium on dishonesty. The 
principle is the same in both cases. The people who p±opose 
this change are largely to blame for its failure. It is clear 
that these things came during his absence from the city. We 
believe he is preparing some such program. I believe he 
will redeem all his pledges. I promise that you will have no 
cause to grumble. . The large number of these errors is an- 
noying. You are among the number who promised to assist 
us. It is the truth, although it seems incredible. I am near- 
ly ready to deliver these books. Our business has increased 
largely during the past six months. The success of this 
scheme is largely due to his energy and pluck. You must 
make the next drawing larger, so that the small parts will ap- 
pear plainer. I deny that we are liable for damages in any 
degree. Will you please favor us with an early reply. You 
will be unable to see them for several weeks. 



LESSONS IN MUNSON PHONOGRAPHY. 43 



LESSON X. 

INITIAL HOOKS— Continued. 

S CIRCLE IN CONNECTION WITH THE L AND R HOOKS. 

93* — The s circle is used in connection with the / and 
r hooks, being usually written inside of them. In that situ- 
ation the "circle" really becomes a very small loop. The 
circle is written inside all the / hooks, and inside the r 
hooks on curved stems. The circle is read first; second, 
the vowel before the stem, if there is a vowel there; third, the 
stem, with the hook. Manifestly, neither a large circle nor a 
loop can be written inside a hook. Splice n> , civil ~Q~, 
summer -^ 

THE CIRCLES AND SMALL LOOP IN CONNECTION WITH THE R HOOK 

ON STRAIGHT STEMS. 

94* — It is not necessary to write an initial s circle inside 
an r hook on a straight stem, its being written over the 
hook, and appearing on the side opposite its regular place, 
being sufficient to indicate the r. Besides securing simpler 
and speedier outlines by this method, we gain the advantage 
of being able to write the large circle and the small loop 
on the r side of a straight stem. Stray *]., stutter -], dis- 
aster A- 

THE S CIRCLE BEFORE A MEDIAL INITIAL HOOK. 

95. — In the middle of a word the s circle before an initial 
hook is usually written so that the hook will show plainly. 
The circle can be written on either side at the end of a straight 
stem to accommodate an initial hook on the next stem. The 



44 Initial Hooks. 

r hook on a straight stem may or may not be covered by an 
j circle or a ses circle (as explained in the preceding para- 
graph) in the middle of a word, the covering or showing of 
the hook being determined by convenience. Between two 
straight stems, an s circle is sometimes made to cover an r 
hook by being written on the right-hand side of the first stem, 
and the second stem is started by retracing the top of the 
circle. Exclaim -^ ,->. express '" ie \ > , Jasper /' 

96* — The syllables scribe and scrip are regularly written 
without indicating the r. Subscribe V^, 

97» — Some reporters omit the initial consonant K in some 
words, on account of the difficulty of making an initial hook 
on the next stem. Explosive __^_ 

98* — The syllables zel and zer and their equivalents regu- 
larly take Zl and Zr, while sel and ser take an s circle. 
Puzzle _\\.._, pestle ^„_ 

SPECIAL VOCALIZATION. 

99* — In order to shorten what would otherwise be long 
or awkward outlines, and also to provide the shortest possi- 
ble outlines for certain common words, the use of the 
double consonant signs as explained in ^[87 may be extended 
to syllables in which the vowel is not short e. It is then de- 
sirable to indicate the vowel that comes between the stem and 
the hook, which is done in the following manner. Dot vowels 
are represented by small circles; before the stem for heavy 
dots, after the stem for light dots. Dashes and diphthongs 
are stuck through the stem, in the proper position; though 
first and third position dashes and diphthongs may be written 
opposite the end of the stem, instead of across it, to avoid 
marring hooks. Mar °^_ , care _£^_, hire ..1 , cure --—>-- 

CAUTION REGARDING SPECIAL VOCALIZATION. 

J00, — It is difficult to learn to use special vocalization 
properly. As no more definite rule than the first sentence in 
the preceding paragraph can be given, the student will have 



Lessons in Munson Phonography. 45 

to learn from the dictionary, or from the writing of profession- 
al reporters, what words usually take a hook, when, accord- 
ing to Tf82, they should take a stem. 

W AND Y HOOKS. 

fOJ* — There are in all five initial hooks, of which the 
most important, / and r, have already been mentioned. 
The other three are subject to the same general rules that 
govern the / and r hooks. 

J02* — Two large hooks are written on straight stems — on 
the "circle" side, for w\ on the "opposite" side, for y. The 
w hook on K is very useful for representing the sound ex- 
pressed by the letter q in the ordinary spelling. The use of 
the y hook can be explained to better advantage later on. 
Twist ---p.--, quick - ( =— - -, square ' ^ 

THE IN CURL. 

J03* — The initial syllables in, en and un may be expressed 
before an s circle on the r hook side of a straight stem, or 
before a circle on M, Z, R, SH and W, by a small curl begun 
on the side of the stem opposite the circle. The initial vowel 
is not written; it is easily ascertained in reading, because 
most of the words taking the "curl" are negatives, formed by 
prefixing a negative syllable to the affirmative primitive word. 
Unscrew" b-^~, unsalable £\ 

J04* — This hook differs from the other initial hooks in 
not representing a close combination of two consonants. Its 
principal claim to being classed as an initial hook is the fact 
that it is written at the beginning of the stems. It is really 
a substitute for the N stem where the latter would make a 
difficult joining. 

This curl is also written inside the / hook on curved 

stems and inside the w hook, influx , inquire * "\ 

"-XJ3T" " — 



46 



Initial Hooks. 



READING EXERCISE. 



i.ilA.,LLlZ 



5> ' 

6 __6— >. 



<s ' 



<2~< 



<§ ' <S s 






T 



-N 



3.__°S._:5s ... ..« So ,..Jk_A ....!.. .>_.j__i_/A:. v __J...J|.... 



^ 



^ 



......V<.._.^___. 



N? 



.__ 



j;.._L-w-^--V-b--^' 



6* 

8. 
9 



V 



^T 



r 
*»— — c- — 



h 



C_o d. 



12 

12-1. 

14: 



^ i \ 



.§^-._...SU 



.._„£. 



.R 



■C— <b 



c-K 



^-T 



..._U....^_ 



y 



Lessons in Munson Phonography. 47 

WRITING EXERCISE. 

Splay, splash, sublime, suffer, sickly, safely, spray, cedar, 
screw, cider, suitor, sabre, stretch, separable, supersede, 
scribble, scroll, superfluity, displease, dishonorable,person- 
ality, extremity, dextrous, reciprocal, disrelish, disfranchise, 
disgrace, explicit, expressive, discourtesy, dear, chair, charm, 
germ, journey, partial, car, college, colony, corner, authority, 
shore, sharp, shell, shawl, mar, realm, wore, work, nervous, 
enlarge, lurk, rehearse, abhor, security, recourse, recall, 
courage, average, mercury, harmless, reliable, marvel, volume, 
value, endure, minority, procure, perplex, guarantee, devolve, 
twitch, twig, twill, quest, quail, quack, quota, quell, sequel, 
aquatic, request, requisite, squirm, squeeze, inquiry, be- 
queath, inscribe, inseparable, unseemly, unsociable, insoluble. 

REVIEW WRITING EXERCISE. 

Splurge, sepal, sizzle, savior, seclusive, solder, sucrose, 
sadder, stress, setter, scramble, strength, outsider, supervise, 
scrofula, superb, supercilious, superimpose, displease, dis- 
ciple, displeasure, reciprocity, seceder, orchestra, dispraise, 
misplace, execrable, explore, exterminate, deal, cheerful, 
church, Germany, parlor, journal, care, column, culpable, 
cork, share, sure, shelf, sheer, shirk, railroad, relapse, wear, 
wire, nerve, north, lurch, abnormal, alcohol, marsh, analysis, 
paralysis, telescope, colonel, careless, valve, vestibule, har- 
vest, persevere, persist, divulge, twirl, equal, quaker, quar- 
rel, quorum, perquisites, acquiesce, acquire, sequester, tweez- 
ers, insecurity, insuperable, inscrupulous, insomnia, envel- 
ope, involve, inflict, influx. 

CONTRACTIONS. 

Over ^ Other ( There ( Already £" Mr. ___^_ 
Longer ^ While _^\_ Dwell _£_ Younger f* Practiced 
\ Surprise °So Language c — Question^ Member ^ 

This device possesses many advantages over every other 
similar appliance. There is no question of our being able to 
secure it. Mr. Smith replies that the papers are already 



48 Initial Hooks. 

there. I refuse to follow such a foolish custom any longer. 
He practiced law while he was here, but he gave it up on 
leaving this city. Each member of the firm is wealthy. It 
requires a younger person to fill that place. We were very 
much surprised at the news. We fail to see how you can 
twist the language of the paper to agree with that view of 
the question. We can do no more work on it till you de- 
cide this question. I cheerfully acquiesce in this ruling. 



Wessons in Munson Phonography. 49 



LESSON XL 

FINAL HOOKS. 

J05* — The final hooks, like the initial hooks, are also five 
in number. These hooks are used simply to shorten out- 
lines, and not to indicate close consonant combinations, as 
the initial hooks do. While they shorten outlines, they are 
also a great aid to legibility, and are really more important 
in this regard than as speed expedients. 

STEM AND A SMALL FINAL HOOK MADE WITH ONE MOVEMENT. 

J06* — Small final hooks are produced by making the 
consonant stem with great rapidity and stopping the pen very 
abruptly at the end of the stroke, thus making both stem and 
hook with but one movement. 

ORDER OF READING. 

J07. — A final hook is read after the vowel after the stem. 
A final hook must not be used at the end of the outline of a 
word that ends with a vowel. Deaf \, defy\_, pen \> 

penny \^ 

THE F OR V HOOK. 

J08« — A small final hook on the circle side of straight 
stems is used for f or v. The use of the hook for two 
sounds causes no trouble in reading. Puff \, puffing \^ 

J09« — The s circle, looking more like a very small loop, 
may be written inside the hook. The circle is read after the 
hook. Puffs \ 

J JO. — This hook can be used on curved stems under con- 
ditions explained hereafter. 



50 Final Hooks. 

\\\. — It should be noted carefully that the use of a V 
stem or a v hook at the end of an outline is a sure indication 
of the presence or absence, repectively, of a vowel at the end 
of the word. Serve <*>***, survey o^\ 

THE N HOOK. 

X J2* — A small final hook on the "opposite" side oi 
straight stems, and on the inside of the curved stems, is used 
for n. This hook must not be used when n is the last con- 
sonant in a word and followed by a vowel, nor when n is 
preceded by two concurrent vowels. Ten j. , fine _< fL _ > 

CIRCLES AFTER N HOOKS. 

JJ3* — The s circle may be written inside the n hook on 

curved stems. On straight stems, circles and loops may be 

written on the n hook side. Fines v^_, tense J-, tenses J-, 
against ^ 

CAUTION REGARDING "COVERING" A MEDIAL N HOOK. 

JJ4« — The n hook must not be covered by the s circle 
in the middle of an outline, since it would interfere with the 
covering of the r hook. Both the circle and the n hook 
must show distinctly, or the N stem will have to be written. 
However, a few words ending in ing violate this rule. De- 
stroy t< , density .._\^, , ransom _/*^, dancing JJ. 

JJ5* — The n hook on a curved stem must be changed to 
N stem before a large circle or a loop. Fence v^> fences V^p, 
fenced - ^^? - 

J J 6* — The syllable "trans" is regularly written without 
indicating the n. Transcribe |L . transpose ~L~ 

HOOKS NOT ALWAYS FASTER THAN STEMS. 

JJ7* — -It frequently happens that an N stem is faster 
than an n hook, especially after P and B. Punch \ , 

branch 



Lessons in Munson Phonography. z\ 

THE SHUN HOOK. 

JJ8* — A large final hook on the circle side of straight 
stems, and on the inside of curves, represents any syllable 
equivalent to the spelling sh un; such as, Hon, cion, sion, shion, 
cian, cean, sian, etc. The s circle may be written inside of 
this hook. Addition -\—, motion s&, transmission --\^- 

\\9. — The stem SH with an n hook is used in words 
having no other consonants than sh and n; also when other 
consonants can be expressed by a circle. Ocean ^, session 

J. 

J20* — The shun hook can be made after an s circle, the 

hook being carried around the circle. The circle and hook 
are made on the "opposite" side of straight stems when the 
s is preceded by an n. Since the vowel after the s is always 
long a, short e, or short i, it is not usually written. Posi- 
tion , , physician , , transition, 

Yl\* — A final s is represented by a small circle inside the 

hook. Actions '-^ , decisions • 

THE TER HOOK. 

J22. — A large final hook on the "opposite" side of 
straight stems represents the combinations ter, ther, dher, tar, 
tor and ture. The syllable der is regularly expressed by D 
with the r hook. The S circle may be written inside of this 
hook. Tighter J^, rather /° , gathers ^ , bidder — \k — 

L AFTER A FINAL HOOK. 

J23. — Such final syllables as al and ly, after a final hook, 
are usually written in the most convenient direction from the 
hook, without reference to the rules in Lesson VI, regarding 
the uses of L and L. However, some writers always disjoin 
a L for ly, when it cannot be joined. National ^ , bitterly 



52 Final Hooks. 

double utility of the final hooks. 

Special attention must be called to the fact that the final 
hooks are not only speed expedients, but are also great aids 
to the legibility of the outlines in which they are used. This 
is true of all the final hooks, but more especially of the /and 
n hooks. The student has already noticed that the ability to 
determine at first sight whether a word begins with a vowei 
or a consonant, or ends with a vowel or a consonant, aids 
greatly in reading the outline. As hundreds of words have 
/, v or n as the last consonant, the proper use of the stems 
and the hooks in the outlines of these words will be of the 
greatest importance and advantage. This will be particularly 
true of pairs of words in which one word ends with a conson- 
ant and the other with a vowel; as, pen, penny. The use of 
the stem signs for/, v and n will therefore usually indicate 
either that the consonant is followed by a vowel or is pre- 
ceded by two vowels. 



L<ESSONS IN MUNSON PHONOGRAPHY. 



53 



READING EXERCISE. 



2____\>„.^_- v ..„L-__..k___l__„^ 



/-- 



2 



\> 



,__V_ 



-V 



t .y 



c~=> 



l^ 



3.__^^....... l ^r:__.L,„.L>f....^ 



k- 



«..J5_2v 3.....V.. a J-..__ J: _.__'J: J'. _j__ _c4_^_f_Z! 



5___ 



6 



\— — *-- v 



*.— *-~ t— fc 



J 



i-..z: 



._£L__<?.._w_JX-^i_^ 



^5^5 /^i V^? _ ,(* .-/°.. ^J? J ^N 



-V 



»->-^ 



W 



<o 



•Vg, — 



T3-- 



/?_. 



^ 



9__^3 l5_„ 



o^ :i ___JSL}£ 



10A>- 



-v— t 



o-? 



--V*— -v 5r ~**— % 



21 _ _^ _._ V _ _>_ iL_ Jl 



!\i -yd*- 



2^„_^____L__^.____"k a _.__^.____^ 1 



_i__^2. 



.v.... 






T-D =T^ 



\ 



\—\ 



L ^- 






54 Final Hooks. 

WRITING EXERCISE. 

Chafe, dove, cove, arrive, crave, cleave, driven, proven, 
sensitive, scoff, positive, observe, subserve, rebuff, alcove, 
spawn, spoon, brown, blown, drain, strain, strewn, clean, 
screen, glean, shun, salmon, noon, lean, scorn, salesman, 
abandon, superfine, punish, iron, burn, foreign, urgency, 
pansy, vacancy, pronounce, denounce, nation, passion, vaca- 
tion, station, salvation, attention, inclination, selection, ad- 
miration, acceptation, exclusion, invitation, invention, pro- 
vision, abbreviation, collection, correction, tuition, reaction, 
adaptation, mention, resolution, opposition, supposition, 
secession, cessation, incision, potter, tatter, totter, teeter, 
doubter, cutter, gutter, clatter, spatter, sector, culture, 
rapture, scattering, accoutre, scripture, proves, drives, 
gloves, roofs, pans, dense, guns, glanced, fines, wins, occa- 
sions, provisions, possessions, gathers, scatters, dispense, 
retains, reverence, appearance, assurance. 

REVIEW WRITING EXERCISE. 

Buff, Jove, cave, gruff, grove, driving, David, divide, 
defeat, set-off, reserve, deserve, preserve, seraph, telegraph, 
span, plain, bran, drawn, strown, chin, adjourn, sojourn, 
apron, crown, grown, grain, ocean, known, morn, worn, 
serene, Scotchman, abstain, mission, remain, organic, 
barren, barn, retrench, occupancy, fancy, gainsay, vagrancy, 
abstinence, impertinence, notion, occupation, solution, 
adhesion, delusion, education, stationer, stationery, acceler- 
ation, exclamation, seclusion, election, abrasion, obser- 
vation, attraction, sequestration, stimulation, taxation, 
disposition, exposition, batter, tether, daughter, gaiter, 
greater, scepter, creditor, rhetoric, alligator, nomenclature, 
chafes, arrives, reserves, pins, coins, gains, means, loans, 
editions, actions, sensations, squatters, actors, expense, 
pertains, perseverance, clearance, adherance, innocence, 
staunch, branch, clinch, pinch, revenge, fringe, sanguine, 



Lessons in Munson Phonography. 55 

sharpen, recline, decline, incline, rattan, resolve, revolver, 
refrigerator, ermine, renounce, romance, remains, button, 
obtains. 

CONTRACTIONS. 

Experience — 2 y-- Opinion — -\— Spoken \ Before \ 
Objection \> Subjection \j Between —J— Circumstance d p 
Circumstantial j* Deliverance, —J 1 — Differ-ent-ence — [— 
General-ly y Refer-ence ^ 

He has had ten years experience in this line of business. 
I fail to see how there can be more than one opinion on this 
subject. I have spoken of this affair several times before. 
That objection can be overcome, if the proper means are 
taken. He seems at last to have his enemies in subjection. 
The difference between them is scarcely appreciable. He 
must explain that circumstance before we can proceed. His 
story is circumstantial and long drawn out. We shall soon 
have deliverance from these troubles and annoyances. As 
soon as this circumstance is generally known many people 
will change their opinions on this subject. I refer you to 
Mr. Jones for a clearer explanation, for he has had experi- 
ence with these machines. By reference to the books you 
can determine the accuracy of these lists. 



56 Double Lengths. 



LESSON XII. 

DOUBLE LENGTHS. 

J25. — We have already modified the consonant stems in 
two ways — by circles and loops, and by hooks. A third way 
only remains, changing the length. In this lesson the con- 
sonant stems are doubled, and in the following lesson they 
will be halved. 

J26* — Doubling is used to add any of the following sylla- 
bles: ter, der, ther, tar, tir, tire, tor, tur, ture, tyr, thor, thur, 
tre, dir, dor, dure, etc. 

J27* — All curved stems are doubled. Straight stems may 
be lengthened only when they have an f or an n hook. 

POSITIONS OF DOUBLE LENGTHS. 

J28* — The positions of the double lengths are as follows: 
For down strokes: — 

First position, resting on the line. 



Second position, half way through the line. 

Third position, three-quarters below the line. 

For up strokes: — 

First position, one-half the height of a T stroke above 
the line. 



Second position, commencing on the line. 



Third position, commencing half a space below the 
line. 



Lessons in Munson Phonography. 57 

J29* — The position of the horizontal double lengths are 
the same as those of the single lengths. ^ n 

J30* — Expressed briefly, a double length stroke begins at 
the same point where the corresponding single length stroke 
begins, except that the first position downward double 
engths begin two spaces above the line. 

ORDER OF READING. 

J3J* — The added syllable is read after the vowel after the 
stem. An initial circle or loop on a double length stem is 
read first, and a final circle or loop is read after everything 
else. A final hook is read just before the added syllable. 
Matter < — "^ , center o^__^, enters v ^__ 1 _^p, hinders ---^=^g- 

SPECIAL VOCALIZATION OF DOUBLE LENGTHS. 

J32. — Special vocalization, as explained in ^[99, may be 
extended to double lengthening, when the vowel in the added 
syllable is not short e, but it is not often necessary to do so. 
Entire ^-^-^ 



58 



Double Lengths. 



READING EXERCISE. 



2. 

3 

4 

5 

6 



■>--y-^ 



r ( :^ 



_.^. 



A_\ 



■-/■ 



8_ 

9_ 
10__ 
11 — 
12__. 
13__! 
14 



\ 



-->-.^- 
_^_____.^. 



7 



V--1 



\- 



z 



IvESSONS IN MUNSON PHONOGRAPHY. 59 

WRITING EXERCISE. 
Fodder, fighter, aster, orator, ardor, alter, loiter, lather, 
nitre, mitre, hatter, feather, voter, shudder, under, mother, 
hater, header, nature, feeder, easter, shooter, Luther, hither, 
neater, neuter, softer, saunter, sender, senator, scimiter, 
slaughter, flatter, fleeter, flitter, assorter, murder, shelter, 
founder, fonder, venture, wonder, winter, cylinder, yonder, 
hunter, lender, jointure, counter, gander, suspender, plunder, 
grander, shatters, orders, letters, cylinders, renders, printers, 
counters, hitherto, interfere, interference, reminder, lettering, 
decanter, fatherly, motherly, slanders, slanderous, tormenter, 
undergo, alderman, loitering, enterprise, counterfeiter, inter- 
position, enterprising, barometer, indenture, intercede, in- 
terest, interlace, interline, interlocking, interrogation, inter- 
mixture, international, intersperse, underbrush, underdone, 
undergrowth, underlay, underlying, undermine, underneath, 
underpinning, underscore, undersell, undersign, undertaking, 
undervalue. 

CONTRACTIONS. 

Entire ^~^ Whether "^\ Description ~-jp"~ Quarter 

^ Govern ^ Altogether ^__ Began _._7^„ Begun 3 — 

Begin -~ Formation ^ Within — (-— Recollection ^P 

This circumstance places the entire matter under sus- 
picion. I can tell you better later whether I can go. I have 
neither seen nor read of anything of that description. News 
hats come to us from several quarters that such a proposition 
is under discussion. We desire to call your attention to rules 
2 and 3, which govern such cases as you mention. They be- 
gan that work altogether too soon. Work on that job has 
begun already. Although it is new it begins to show signs 
of wear already. The formation of such a corporation is a 
menace to all the houses in our line of business. We desire 
to settle this matter within the next few days. My recollec- 
tion is that you promised to make these alterations. The 
order was placed on file yesterday. 



60 



Halving. 



LESSON XIII. 

HALVING. 

J33* — Any stem may be halved to add t or d. Usually 
no distinction is made between t and d, but where it is nec- 
essary to make a distinction, halving is used for / only. 
Bit — v - , bid — \— 

Halving is not used in words whose only consonants are 
rd or Id. 

POSITIONS OF HALF LENGTHS. 

J34* — The position of horizontal stems remains the same, 
whatever the length. The positions of the half length up- 
right stems is found by taking the lower half of the corres- 
ponding full length stem; that is, first position upright half 
lengths are half a space above the line; second position, rest- 
ing on the line; third position, just under the line. 



i r 

ORDER OF READING. 



-!-'~-<-c~- rrzz 



J35* — The added t or d is read after the vowel after the 
stem. A final hook is read before the t or d, and a final cir- 
cle or loop after the / or d. Tight __ |V _ , tent j. , debts y, 

spends $, drifts — 1p — 

LENGTH AND CURVATURE OF HALF LENGTHS. 

J36. — In practical writing, half lengths are really a little 
shorter than half the length of a T stem, and double lengths 
are a little longer than twice the length of a T. It will be 
noticed that half length curved stems are proportionately 
fuller, or more rounded, than full lengths; and single lengths 
are fuller than double lengths. 



Wessons in Munson Phonography. 61 

READING EXERCISE. 



i^_^__x._x.__ v ..^__^__^___^_._ N^ __^___ , :___ , :. 



£______,____ !__/____/_ •/_ 



> > 



3 :. ;__ __ :_ * ^ v, v, *■ * 

* _v_ __v_ _._._____ ___: __ __a + 

• V_ .) .) .) ^" J—TJ 



i > 



5 






6 _-..._£„<„.^__ r *.______._„____-___. 

I 

— » ^-v ^S /— . /—* 

7______^___i^___x__- _,____:_____ _____^ 

_________> 5_-_*_-_l___-_-_.-__-__.-_i 



»________!_______.__., _!___-_ _^_________Q-___?> 



"Q." 



nv -n i=- c— 

i0___^_____-___JL__*_^___ n . „_ f c,. .___.___ *______ 

■ 

-Z^- ___ _ _- __o _o oA •» _. 



62 Halving. 

WRITING EXERCISE. 

Put, aped, brought, bed, obeyed, lead, boot, dot, ached, 
eked, keyed, gate, goad, fad, feat, fend, avowed, evade, 
eased, oozed, aimed, emit, gnawed, night, not, end, neat, let, 
wrought, rout, wrote, root, hod, ahead, hood, heat, plot, 
plight, blight, bled, creed, greed, flight, fled, flit, flute, 
afraid, fright, fret, freed, relate, relied, shred, throat, spite, 
sailed, sealed, sold, sweat, pits, bids, beds, foots, fades, 
avoids, meets, waits, paved, opened, abound, tuned, don't, 
chant, binds, offend, event, mint, amount, lint, leaned, 
rained, wind, waned, hound, bland, brunt, draft, crowned, 
grand, grained, strained, cleft, flaunt, friend, stuffed, stated, 
studied, stirred, surround, drifts, rafts, rents, points, paints, 
abounds, tints, joints, finds, mends, hands, lends, spattered, 
clattered, ancient, motioned, efficient. 

CONTRACTIONS. 

Particular .: ^~ Gentleman j / _ Gentlemen y Difficult-y 
.__„_. According County _ Significant "q^"' Fact v - 

Frequent ~^" Astonish-ed J World Somewhat^ Move- 

ment __ Government s~> Where ^^ 

He wishes particular pains to be taken with this job. 
This gentleman was in here Wednesday with two other gen- 
tlemen to get prices on this piece of work. It has been diffi- 
cult to secure the right material. According to his claims 
his machine does away with this difficulty. It is a significant 
fact that our goods have displaced all other makes in this 
country. He makes frequent visits to Chicago. We are the 
oldest house in our line in this country, having been found- 
ed over twenty years ago. Our goods having been shipped 
to all parts of the world. This last one is somewhat smaller 
than the first one. There is a movement on foot to change 
this practice. 



LKSSONS IN MUNSON PHONOGRAPHY. 53 



LESSON XIV. 

JOININGS OF HALF LENGTHS. 

J37» — Half lengths may be joined to the other stems, 
whatever their length, so long as an angle is obtained. In- 
terrupt . ^ 

J38* — A half length straight stem may not be joined to 
another half length, or to a full length, straight stem made in 
the same direction, nor to a curved stem curving into it, nor 
should a half length curved stem be joined to a curved stem 
with which it makes no angle; full length stems must be 
used, or a half length disjoined. Cooked —■' [—, judged / 

vacate _V: > looked --^tttj ..., waited ~>jV> attitude "|j>_ 

modest _ < \\ 

HALF LENGTHS DISJOINED. 

J39* — The final syllables ted, ded y tude, did, tate, etc., are 
nearly always indicated by a half length; and the half length 
is disjoined, when its joining is forbidden by the preceding 
paragraph. Rated /t\- , faded ^. , gratitude ^_p>__j candid _ J^J. _ , 
agitate _( _, agitated / 

J40. — Words ending in dered usually take halving and a 
final R half length. Rendered x\ 

J4J. — It is allowable in some words ending with ist to 
make a half length S upward. Elocutionist -— i£3— 

J42. — The stem M and N should not come together, 
when one stem is full length and the other half length. 
Named^~T^~\ monotony ' rr \- r ._ 



64 Joinings of Half Lengths. 

J43# — Great care must be used in writing a large hook on 
a half length stem, and in writing half length curves where 
they might easily look like shun or ter hooks. Gathered 
-l?..-j> cashed 

CAUTIONS. 

J44, — Half lengthening must not be used where t or d 
is the last consonant in a word and followed by a vowel; nor 
should it be used where the / or d is preceded by two con- 
current vowels. Fiat V^ , duty 



J45« — Halving is not used in words whose only conso- 
nants are rdox Id. Road y^\, load (<\ 

J 46* — When d is the last sound in a word and preceded 
by / or r which is itself preceded and followed by vowels, 
the stem D is used. Married < ^/\ , carried __y\ , 
tarried [/\ , followed ^jf\ 

J47. — Half lengths for / and r follow as near as possi- 
ble the rules in Lesson VI, but the plainest and easiest 
joining should always be chosen. Pilot \c , piled \__ , 
operate '\y m , poured — X^— , inquired ^ ^~\^ 



Lessons in Munson Phonography. 6S 

READING EXERCISE. 

4 i L ^ 






_..^....^.... v 



"L 
•U— — 



ft___A.-_-___!? „___>* ___<1__. _-___. __^ _j___A_„i__ 

^_^< — / N — > U— 

> en; 

8_ 



-h? 3 -. 






v-'- 



•w 



j- -r 



iO._t.____, !?__..f.i___^.„>_„ ')*.__ a>..'_„^.. A „.A 



"^" 



11 



Y '-=V 



-v,--V -^•-- X --V.-- J -- 



1. I.I- " ^ o 



14 



YA.._Y__ v ._. v L__ l ,__~Y_vY^ 



66 Joining of Hai«f Lengths. 

WRITING EXERCISE. 

Picked, urged, racket, adapt, tipped, daylight, killed, 
remote, argued, copied, capped, combed, comet, tucked, 
ticket, attached, cashed, polite, dodged, checked, repeat, re- 
fute, reviewed, wronged, timid, ragged, unaided, skimmed, 
slipped, solved, skipped, designed, decent, biscuit, musket, 
tested, unsound, casket, invested, phosphate, loosened, exert, 
climbed, climate, plagued, duplicate, tripped, blamed, 
blocked, scratched, stripped, struggled, labelled, enabled, 
pickled, crippled, replied, coupled, shuffled, flavored, 
troubled, regret, liquid, displayed, reciprocate, obscured, re- 
called, divert, refund, elegant, remind, sediment, segment, 
sargeant, urgent, pivot, bucket, rigid, estate, valid, assumed, 
patent, merchant, shipment, argument, elementary. 

REVIEW WRITING EXERCISE. 

Getting, fighting, evading, acting, little, metal, ratify, 
ending, lottery, scandal, greatness, acquital, secretary, article, 
acquaintance, bundle, spindle, beautified, notified, moderate, 
abatement, sentiment, eradicate, gratitude, detailed, affidavit, 
abundant, phonetic, capital, retract, receptacle, script, dis- 
satisfied, adamant, scanty, serenade, shipment, accelerate, 
rectify, except, debatable, abrupt, aspect, settlement, seldom, 
manifold, adult, exhausted, identify, oratory, fanatic, scru- 
tiny, scald, skilled, adequate, accurately, safeguard, adjunct, 
catalog, mutilated, undoubtedly, argument, scientific, ac- 
ceptable, accident, injured, sentence, budget, isolate, escort, 
asphalt, alphabet, candle, merchant, mercantile, prominent, 
understand, interrupt, afterthought, underestimate, inter- 
viewed, result, fatigue, moment, determined, candidate, in- 
dependent, advocate, intensity, maintenance, secured, de- 
clined, declared, delegates, inventory, military, multiplied, 
grandest, shortened, rental, incandescent, ultimately, entitled, 
metallic, amendment, preventive, authentic, random, assort- 
ment. 



Lessons in Munson Phonography. 67 

Our time lately has been occupied in making out these 
lists. He failed to notify us at the time it occurred. These 
items should be arranged in alphabetical order. We can't 
interrupt the proceedings now to attend to that matter. He 
failed to get the check cashed because there was no one to 
identify him. He employed a draftsman to get up his 
drawings. We have written regarding these notes, but as 
yet have not received a definite answer. You can find these 
goods at any retail store, as we give no one an exclusive 
agency. We have been hindered in this work by the defec- 
tive material supplied. There will be little difficulty in mak- 
ing the proper arrangements. These articles are regarded by 
experts as the finest yet produced. They disagreed on this 
point over a year ago, and are still unable to come to an 
agreement. The plates were destroyed, but they could be 
reproduced at a trifling expense. It is their evident intent to 
force us to extreme measures. Their first estimate was too 
low, but they have rectified that error. The report should be 
made out and handed in at as early a date as possible. These 
bills are rendered monthly. We have sent the order to the 
factory, and the goods will be shipped to you direct. A 
more intimate acquaintance with these goods will establish 
their claims to superiority. I am much gratified by the news 
of your success. 



68 Past Tense of Regular Verbs. 



LESSON XV. 

BRIEF SIGNS. NEGATIVES. PAST TENSE OF 

REGULAR VERBS. 

THE H TICK. 

1 48. — It is a peculiarity of the consonant h that it may 
be omitted, without disadvantage, from many words. Where 
it does not seem best to omit it altogether, yet its omis- 
sion improves the outline greatly, the h may be indicated 
by a light dot placed alongside of the following vowel. 
Hope ^\ 

J49« — In outlines where neither the stem nor the dot h 
are satisfactory a " tick " can be used. The tick can be made 
vertically or horizontally, and struck in the most convenient 

direction. It is used both initially and medially. Heavy J^. 

hammer -^ , unhook Wheat -j-- Whay ^ 

The horizontal breve for h may be joined initially to W\ 
in the outlines for such words as whale, while, etc. 

J50* — Brief signs for w and y have been provided by 
halving a circle the size of an s circle. Either side of the 
circle, cut vertically, is used for w;and the upper and 
lower halves are used for y. These semicircles must not 
be prefixed to straight stems in a way to look like a hook. 
On a curved stem the brief sign nearly always curves the 
same way as the stem. Walk *-—_ , wave # \_, yoke uJL- 
yelloiv jC 

\5i. — The stem must be used when there is an initial 
vowel. Awake A* 



Lessons in Munson Phonography. 69 

f 52, — The brief y is often used medially to add to the 
legibility of an outline. Annual "~7 , graduate , 

actual ~y 

\53. — The student must resist a tendency to make these 
signs broad and shallow, but rather, if they are exaggerated 
at all. make them narrow and deep. 

NEGATIVES. 

J54» — In writing the negatives of adjectives and adverbs 
beginning with /, m, n and r, which form the negative by 
prefixing the syllable in (meaning not), or its modifications 
//, im, un and ir, it is necessary, for the sake of legibility, to 
double the initial consonant. In words beginning with n or 
m an extra stroke is added; in words beginning with / and r, 
the hooks are used — and it is only in these words that the / 
hook is found on L and the r hook on R. Unnatural -^^^1, im~ 

irremedia- 



movable -C^^-—., illegible £7_ , irresistible— -J?- 
ble 



J55* — An extra stroke is prefixed to all words beginning 
with in, en, em and un, where it is necessary to distinguish 
such words from words that begin with m or n. Ennoble *~^~*\ 
noble V^ 

PAST TENSE OF REGULAR VERBS. 

iS6* — The writing of the past tense of regular verbs is of 
such importance that space is here taken to give the follow- 
ing rules: 

(1). When the present tense is written with a full 
length stem, the past tense is formed by halving that stem. 
Talk-ed \__ £_ 

(2). Verbs ending with an s circle change the circle to 
a small loop. Face-d V^, V^ 

(3). Verbs ending with a ses circle add a T or D. 
Emphasize-d ^~\^ '~~\r> 



70 Past Tense of Regular Verbs. 

(4). Verbs ending with st loop change the loop to an 
s circle and add a half length T. Rest-ed ^ ^<i- 

(5). Verbs ending with a ster loop change the loop 
to an .$• circle and add a half length Tr. Master-ed ^ ^ 

(6). Verbs ending with a double length with a simple 
ending, change the double length to single length and add a 
half length Tr or Dr; except that when the final syllable is 
equivalent to dher, a D is added to the form of the present 
tense. Fetter- ed V _V___> feather-ed \ 

(7). Verbs ending with a double length with a final 
hook, change the double length to half length and add a half 
length R. Squander-ed < r > *% 

(8). Verbs ending with a Half length, change the half 
length to full length and add a half length T or D. Lift-ed 

SAME FORM FOR PRESENT AND PAST. 

J57* — Some writers prefer to use the same form for both 
the present and the past tense, depending on the context to 
indicate which tense the speaker used. With many verbs it 
is safe to do this, but the above rules will apply to most 
verbs. The use of the same form for the present and the 
past is usually restricted to word signs, to cases where the 
following of the rules just given would make awkward out- 
lines, and to a few verbs of constant recurrence. Recollect-ed 
yS* , persuade-d \^, ac quaint- e d <^, mention-ed ^-^^ 

W HOOK ON L 

As there are few words beginning with il — and their short- 
hand outlines are exceedingly legible — the character used for 
LI may also be used for Wl. This form is more easily made 
than Wl, and affords a means of distinguishing the compound 

words formed from well and ill. Wealth _^f(__ , well-bred '£* 



Wessons in Munson Phonography. 



71 



READING EXERCISE. 



V:_„_, 






r * 



«_\_. i _.i_j^i_j_l-^-jl-iu. 



.\_ 



•V 



Z..._^_. _/____£ 



^ 



5__5: 



<?__: 



7__i^____ _^__ ^ _ _^_ 



s 



<-H' 



-<>---n--a 



SL 



10_ 
11. \ _ 
12_^ 
13_ 



\, %, 



>_..J 



:_.j-. 



.!ri/l __ 



W 






^ 






y^\ 



^ 



*• 



72 Past Tense of Regular Verbs. 

WRITING EXERCISE. 

Hoop, habit, happily, hypothesis, apprehension, heave, 
heaven, ham, whirl, white, wharf, heel, hull, hurry, hollow, 
herald, hatred, harrass, hoax, inhale, wagon, wax, webbed, 
wooden, whitewash, interwoven, Washington, switch, value, 
emulate, eulogy, Utah, yelp, memorial, immemorial, modest, 
immodest, noticed, unnoticed, legitimate, illegitimate, re- 
proachable, irreproachable, refutable, irrefutable, pack, 
packed, prepare, prepared, improve, improved, retain, re- 
tained, decline, declined, presume, presumed, desist, desisted, 
pile, piled, expose, exposed, close, closed, depress, depressed, 
discuss, discussed, dispense, dispensed, pronounce, pro- 
nounced, mince, minced, emphasize, emphasized, rest, rested, 
divest, divested, bluster, blustered, fester, festered, weather, 
weathered, centre, centered, further, furthered, flounder, 
floundered, plunder, plundered, plot, plotted, fret, fretted, 
shred, shredded, duplicate, duplicated, meditate, mitigate, 
mitigated, dictate, dictated, irritate, irritated. 

REVIEW WRITING EXERCISE. 

Hub, inhabit, hypocrite, hypnotism, heavily, hymn, hash, 
whence, whiff, whole, hoof, Havana, hammock, hidden, horn, 
human, hogshead, Harrison, heredity, width, assuage, unique, 
euphony, occupation, mature, immature, movable, immov- 
able, numerable, innumerable, literate, illiterate, repressible, 
irrepressible, live, lived, move, moved, load, loaded, sustain, 
sustained, entertain, entertained, furnish, furnished, block, 
blocked, reply, replied, refuse, refused, impress, impressed, 
dismiss, dismissed, cleanse, cleansed, announce, announced, 
wince, winced, exercise, exercised, italicise, italicised, digest, 
digested, dust, dusted, plaster, plastered, muster, mustered, 
cluster, clustered, mitre, mitered, shudder, shuddered, feather, 
feathered, wander, wandered, encounter, encountered, blot, 
blotted, thread, threaded, include, included, interrupt, inter- 
rupted, implicate, implicated, educate, educated, meditate, 
meditated, rotate, rotated. 



Lessons in Munson Phonography. 73 

We have examined this method, and are satisfied with 
the result. It behaves well, even under adverse circum- 
stances. They are somewhat apprehensive of the result. 
All his property is heavily insured. We are in the habit of 
making these deductions. These goods are widely and 
favorably known. Their plans are as yet immature. This 
price gives us only our legitimate profits. His behavior un- 
der such trying circumstances has been irreproachable. His 
argument is irrefutable. The damage is irreparable. The 
results have proved the accuracy of his hypothesis. His at- 
titude on this question in an unenviable one. The cases lay 
on the wharf for two days, exposed to the weather, and in 
this way the damage occurred. 



Consonants Indicating Vowels. 



LESSON XVI. 

CONSONANTS INDICATING VOWELS. 

J58. — It is very probable that the student regards the 
ground covered by lessons 5 to 15 with the single idea that 
he has been learning to write the consonant outlines of words 
in the briefest possible manner. It is absolutely necessary 
to modify this idea with two facts: First — That the conso- 
nants in a word should be so written as to indicate their rela- 
tion to each other. Second — That the consonant stems, cir- 
cles, hooks, halving, etc., in an outline should be used in a 
way to indicate the number and location of the vowels. The 
importance of these two facts is easily understood in view of 
the fact that in practical reporting vowels are rarely written; 
and so, although the reporter uses the briefest outlines avail- 
able, those outlines are really the best that give him the most 
assistance in reading his notes. Therefore, most words should 
be written so that every vowel can be indicated; and all those 
words should be memorized (it is not as difficult a task as it 
sounds) in which this rule, in order to secure easier or shorter 
outlines, is violated. 

J59* — The following exercises will not only be a review 
of the modifications, but will also enable the student to use 
them more intelligently hereafter. 



Lessons in Munson Phonography. 



75 






READING EXERCISE. 



£1 



A 



C 



7T.___. 



q_p 






— -W-^- 



6 



•^s 



*~i. 



_\ 



5c.__vt 



T 



■\ 



7 

9. .A 

jo__r 

i3._.!^.___!^ 



K. 



<L 



:< M-^__v^~>- 



3. 



^r_ 



<5_^ 



< f -p ., 



^ 






.*k._o= N .A 



fcr*-* 






13. 



- n 






\- 



i4. 



^ 



<y 



76 Consonants Indicating Vowels. 

WRITING EXERCISE. 

Dish, tissue, lake, elk, sling, along, fall, follow, dale, 
daily, gall, galley, gale, gaily, toll, tallow, veil, valley, volley, 
rye, ire, rash, Irish, bar, borrow, bur, berry, chair, chary, jar, 
injury, scope, escape, side, aside, less, lessee, lays, lazy, moss, 
mossy, race, racy, abuse, busy, sink, zinc, case, chaos, sing, see- 
ing, based, beside, test, testy, joists, justice, faced, faucet, list, 
elicit, honest, honesty, solaced, solicit, ply, pile, tree, tear, 
flay, fail, oval, veil, bran, barn, deaf, defy, pin, piano, chin, 
china, fun. funny, marine, merino, shine, shiny, ender, endure, 
stair, stern, sturgeon, stray, strong, strike, strap, Austria, As- 
toria, prate, pretty, might, motto, word, wordy, dyed, diet, 
duty, pet, petty, blood, bloody, parrot, parity, aimed, empty, 
flight, flighty, fruit, fraity, quite, quiet, roofed, refute, scant, 
scanty, cleaned, client. 

REVIEW WRITING EXERCISE. 

Lavish, vichy, lame, elm, laminate, illuminate, pill, pil- 
low, coil, coyly, gull, gulley, bell, below, file, folly, rag, ar- 
gue, rally, early, bore, bureau, opera, appear, dare, diary, in- 
quire, inquiry, spy, espy, spire, aspire, lace, lasso, tips, tipsy, 
ounce, ensue, sauce, saucy, pies, pious, sues, Suez, sore, 
sewer, best, bestow, chests, chastise, fast, facet, haste, hasty, 
rust, russet, rusty, mist, misty, lustres, lustrous, monster, 
monstrous, free, fear, fly, file, glow, goal, signer, snare, burn, 
barren, tough, taffy, photograph, photography, din, deny, 
men, many, line, lion, essence, science, batter, battery, direc- 
tor, directory, centre, sentry, squander, quandary, lender, 
laundry, stirrup, storage, strip, string, stream, oyster, austere, 
austerity, fat, fatty, sift, safety, ant, into, pit, pity, piety, pilot, 
polity, operate, party, flood, fluid, crate, create, cart, carat, 
quote, quota, bond, bonnet, patent, patentee, instead, unsteady. 



IvESiOMS IN MUNSON PHONOGRAPHY. 77 

They have spent money freely on this enterprise. This 
shipment is to go by lake and rail. The daily reports show a 
steady increase. Fill out this sheet and file it away. It is no 
use to argue this question further. We hope to hear from 
you at an early date. They have been obliged to borrow a 
large amount of money. They escaped with little damage. 
These items appear on that list. We have written our Mr. 
White to inquire into this matter. We have already made 
arrangements for the ensuing year. This claim ought in jus- 
tice to be allowed. These plans were hastily prepared, and 
new ones will have to be drawn. The storage on those goods 
will amount to as much as the goods are worth. There is a 
striking resemblance between them. These goods were im- 
ported from Austria. 



^8 Prefixes. 



LESSON XVII. 

PREFIXES. 

J60« — The outlines of many words can be shortened by 
U9ang abbreviated forms for certain common initial and final 
syllables. The following signs are provided for five common 
initial syllables, and are known as Prefixes: 

" CON." 

I6i. — Con, com and cum are indicated by a light dot writ- 
ten before, and close to, the remaining portion of the out- 
line. Compose \^ 

\62. — Some writers prefer to omit the dot, except at the 
beginning of a sentence or of a line of writing, and write the 
lemaining portion of the outline close to the outline of the 
preceding word. They complain ( \ 

J63* — The above syllables, and also cog, can be indicated 
in the middle of words by a "break;" that is, omitting the 
syllable and writing the two parts of the outline near each 
other. Recognize /•>-* 

i64=» — Accommodate, and its derivatives, accomplish, accom- 
pany, inconsiderable, inconsistent, and words beginning with 
circum are written without a "break" or any reference to the 
con, com or cum. Accommodate ~~ = \ % , accompany ^^ incon- 
siderable -%—. , inconsistent —^zp—, circumference o^V^- 

"FOR." 

\ 65. — For is written simply F, with the rest of the word 
joined, except forget and its derivatives. Forfeit V^ , for- 
get ^ 



Lessons in Munson Phonography. n 9 

" MAGNA." 

\66* — Magna, magne, magni, are indicated by an M, and 
the rest of the outline disjoined. Magnitude „j3i_ 

"SELF. " 

\ 67. — Self is written with an s circle, invariably on the 
line of writing. The rest of the outline may be joined, when 
the next stroke is a down stroke with a simple beginning. 
Self-defense ~"£^", self-praise %> ■> self-interest —«,.--— .^ — , 
self-reliant ^c^^ 

J68. — In words beginning with self con, the "con" dot 
must be written. Un may be prefixed to self by the un 
curl. Self-control \- , unselfish —J" 

"WITH." 

J69. — With is indicated by the stem DH, and the rest of 
the outline joined. Withdraw ( 

POSITION OF BROKEN OUTLINES. 

\ 70* — In words with part of the outline disjoined, the 
rule for position still holds good; the first upright stroke, 
wherever it is, must be in the position of the accented vowel. 
Magnanimity ../^2%=^I2\... 



80 



Prefixes. 



READING EXERCISE. 



\. 



1 v 

1- VI 



V 



:%. 



3..JxJl__\-_.iL-____ < r___:^.____j. 

4 ". ^. P P '_V = 1r-._l a ^l 









C---1-1 



J 






'!\ Jb. 






-i-M- 



9_ 
10 
11 



>■ 






^■\: 






°n - 



^ ^_ ^v" 



t 



mp 



^ i 







L 



xt> o vL o( ,V_ o_\> o * °--|- ° ' ^ " 



J- 



-J-^ 1 - 



r- 



f: 



Lessons in Munson Phonography. 81 

WRITING EXERCISE. 

Comfortable, commendable, comment, commodious, 
commonplace, commutation, comprehensive, company, com- 
parison, compass, compensation, compile, complex, concert, 
conclusion, concord, condemn, condescend, condole, condu- 
cive, conduit, confer, confess, confidence, confirm, confiscate, 
confront, conglomeration, congress, connection, connivance, 
consent, conserve, considerable, consignee, console, consort, 
conspiracy, constant, constrain, construe, consultation, con- 
summation, contagious, contemplate, contest, continent, con- 
tinue, contraction, contrary, contribute, control, incompar- 
able, inconceivable, disconcert, discomfort, recommendation, 
unconditional, accommodated, accomplishment, circumlocu- 
tion, forgot, formerly, forasmuch, magnetic, magnetized, self- 
complacency, self-condemnation, self-convicted, self-reproach, 
self-same, withdrawn. 

REVIEW WRITING EXERCISE. 

Commanding, commensurate, commercial, commodity, 
commune, compact, compliment, compare, compartment, 
complain, competent, complete, conception, concession, con- 
coct, concur, condense, conditional, condone, conduct, con- 
fectioner, conference, confession, confine, confirmation, con- 
found, confusion, congregation, conjunction, connoisseur, 
conscience, conscious, consequent, consideration, consign, 
consistency, consonant, conspire, conspicuous, constitution, 
construction, consult, consume, contact, contain, content, 
contiguous, contingency, contract, contractor, contrast, con- 
trive, convalescent, incompetent, incongruous, discontinue,, 
discontent, encumber, unconcerned, accommodation, circum- 
scribe, circumspect, forgotten, formidable, magnified, mag- 
nificence, self-destroyer, self-conceited, self-confident, self- 
made, self-regulated, self-sufficient, withdrawing, withdrew. 



82 Prefixes. 

Our contract calls for the very best material. After the 
machines leave our hands we have no further control over 
them. They have received orders to construct six new ones. 
His course has been consistent throughout. He is thoroughly 
competent to pass judgment on such matters. We have been 
put to considerable extra expense through this error. We 
have received several compliments concerning that last ship- 
ment. In general terms, the circumference of a circle is three 
times the diameter. Please forward these goods without de- 
lay. They were formerly sold by weight, but are now sold by 
measure. All who have seen it pronounce it a magnificent 
piece of work. People are inclined to magnify their diffi- 
culties and troubles. We guarantee this machine to be per- 
fectly self-oiling. He seems to be guided by self-interest 
only. Self-protection compels us to withhold this money un- 
til you make out a complete statement of the account. 



Lessons in Munson Phonography. 83 



LESSON XVIII 

SUFFIXES. 

J7J* — There are eleven suffixes, which, arranged alpha- 
betically, are as follows: 

"BLE." 

\ 72* — Ble-y are indicated by B, when the B cannot 
take an L hook easily, joined to the preceding part of the out- 
line. Sensible ^ 

"BLENESS." 

J 73* — Bleness, fulness, iveness, lessness, are indicated by 
Bs, Fs, Vs and Ls, respectively, disjoined. Reasonableness 
. ___/^\ ___, carefulness J~\s> > attentiveness — \J;— , thoughl- 
lessness __C_ (2__ 

J 74* — The disjoined stem, unless it is the stem that shows 
the position of the word, is begun as closely as possible to 
the preceding part of the outline, in order that no time be 
lost. 

"EVER. " 

\ 75* — Ever is indicated by the v hook. The v hook can 
be made on a curved stem for this purpose, and will then 
look exactly like a shun hook. Whichever /, however 

"FORM." 

f 76. — Form is indicated by a joined F. Inform f^- 

"ING." 

\ 77. — Ing is indicated by a light dot opposite the end of 
the preceding part of the outline. This suffix is used only 
after half length P, B, M, H, L and Y, and word signs. 



84 Suffixes 

It may also be used after loops, instead of the ing 
curl. Putting xf ? meeting — v^-— , yachting __f}_ , rest- 
ing ^P\ representing ^"\ 

\ 78* — The plural, ings, is made by changing the dot to a 
small circle. Holdings <*k o 

J79» — This suffix is not intended to be a time saver, but 
is used to secure simpler and plainer outlines, and should be 
written only in the cases above mentioned. 

"MENTAL." 

J80* — Mental-ity are indicated by a disjoined Mnt. Words 
ending in mental will always be in second position, and those 
ending in mentality in first position. Instrumental-ity ^ t> 

"ology. " 

J8J« — Ology is indicated by J, joined or disjoined, which- 
ever is most convenient. Physiology __ V __„ 

"SELF." 

l%2. — Self is indicated by the s circle joined to the pre- 
ceding part of the outline. Selves may be indicated by the 
ses circle. Myself __f?___, herself^, themselves £, 

"SHIP." 

J83* — Ship is indicated by SH, joined or disjoined. 
Partnership _ J^ 

"SOEVER." 



J84* — Soever is indicated by jV, joined, whichsoever 

"WORTHY." 



C 



\ 85* — Worthy is indicated by the stem DH, joined or dis- 
joined. Praiseworthy __\___ 



IvESSONS IN MUNSON PHONOGRAPHY. 



85 



READING EXERCISE. 



2^ _:' 



--H- — 






lu ._k^,. 



.w— ^ 



•--^--^ 



*C 



C— ^tr 



tr 



t 



-ezAi HC> - 



~-l 



~r 






«_../_ 



o 



t 



.rk> 



e 



V ^. 






JO_ 



b--^ 



^~- 



1£_ 







r\ 



5 



i 



v 



<^>. 






^ 



!.— ^ 



t 






"-V-^-Vt--^--^ *-< v< - i( - 



.y 



86 Suffixes. 

WRITING EXERCISE. 

Forcible, compoundable, lamentable, insurmountable, 
insensible, actionable, unfashionable, desirableness, irascible, 
invincible, attainable, reducible, plausibleness, sociableness, 
agreeableness, affableness, accountableness, acceptableness, 
manfulness, peacefulness, artfulness, faithfulness, spiteful- 
ness, constructiveness, apprehensiveness, combativeness, in- 
structiveness, painlessness, gracelessness, dauntlessness, in- 
formed, performed, reformed, reformation, padding, except- 
ing, computing, abutting, bidding, mating, remitting, hating, 
costing, coasting, roasting, blustering, mustering, clustering, 
requesting, twisting, wasting, objecting, belonging, advertis- 
ing, delivering, changing, beginning, questioning, referring, 
plottings, heatings, rudimental, regimental, detrimental, orna- 
mental, mythology, ornithology, geology, theology, yourself 
yourselves, co-partnership, ladyship, lordship, scholarship, 
whosoever, unseaworthy. 

He has always been noted for carefulness and thought- 
fulness in his work. We call your special attention to the 
fine finish and general attractiveness of these goods. The 
error occurred through the carelessness of the bill clerk. We 
wish these strips made of a uniform width. He is just com- 
pleting that list. These castings were made at the Phoenix 
foundry, and are superior to those we have been getting. He 
has been assisting them, however, despite their denials. He 
was instrumental in securing this change. They did all the 
work themselves. These goods cannot be surpassed for ma- 
terial and workmanship. We make no exceptions whatso- 
ever. 



IyESSONS IN MUNSON PHONOGRAPHY. 87 



LESSON XIX. 

WORD OUTLINES IN GENERAL. 

OMISSION OF VOWELS. 

i&t>, — In actual reporting, vowels are seldom written, as 
the reporter has not time to insert them. Unvocalized out- 
lines, however, are not difficult to read, when the foregoing 
principles are thoroughly mastered. The position of an out- 
line gives the position of the accented vowel; and if the out- 
line is properly written, the number and location of the vowels 
in the word are shown. So, the statement sometimes made, 
"in phonography only the consonants are written," is some- 
what misleading; it being nearer the truth to say that the 
consonants are written in such a way as to indicate the 
vowels. 

VOWELS INSERTED. 

J87. — But it is often necessary to write vowels, and it is 
one of the points of a first-class stenographer to know just 
when to insert a vowel. Where two words are pronounced 
alike, except as to one vowel sound, one word, usually the 
one that occurs oftener in common speech, should regularly 
be written unvocalized, and the other word always have the 
distinguishing vowel written. This is especially important 
when one word begins with a vowel and the other with a con- 
sonant. Proper names, technical terms, foreign expressions, 
and words that are unfamiliar to the writer, or seldom occur 
in his work, should usually be vocalized. Proper names are 
vocalized in full; other words take only the accented vowel, 
or the vowel that distinguishes the word from another word 
of nearly similar pronunciation. The student, therefore, has 



88 Word Outlines in Gereral. 

not learned the vowels only to drop them; they are written 
whenever they are absolutely necessary to the legibility of 
certain outlines — and the outlines of all words should be so 
chosen as to indicate the vowels. 

CHOICE OF OUTLINES. 

I88. — There are many words in writing which the writer 
has the choice of several outlines. His choice cannot be 
made solely upon the consideration of brevity; the legibility 
of the outline, its dissimilarity to the outlines of all other 
words, and its general resemblance to the outlines of the 
words with similar derivation, must also be taken into ac- 
count. Very frequently the best reporters deliberately choose 
longer outlines, to avoid illegible or difficult outlines. 

DERIVATIVE OUTLINES. 

J89* — There is great difference of opinion as to the best 
way to write words having a common derivation; some writ- 
ers insist upon having a family resemblance among all the 
outlines of the words belonging to the same group, while 
others write each word in the language with the most con- 
venient outline for that -word, without reference to the out- 
lines of the other words having the same derivation. Doubt- 
less, the best course lies between these two extremes. 

COMMON INITIAL AND FINAL SYLLABLES. 

J9(X — It will be of great assistance to the student to no- 
tice the most commonly occurring syllables found in the 
words of every day use, especially initial and final syllables, 
and as far as possible in his writing indicate the same sylla- 
ble with the same sign. The list given below will repay care- 
ful study. 

J9J* — Special attention is first called to the following 
final syllables: 

"LY." 

J92* — When final ly is immediately preceded by a conso- 
nant written with a stem sign, the / is indicated by the / 



lyESSONS IN MUNSON PHONOGRAPHY. 89 

hook on that stem. When ly is immediately preceded by a 
vowel, the stem L should be used; when L cannot be joined, 
some writers disjoin it, while others join the down stroke. 
After an s circle indicate ly by an upward or downward 
stroke, whichever is most convenient. Doubly ___l_, daily 

|^-., urgently __s^¥_^?_:_., closely C _^ T 

"RY." 

\ 93* — Final ry is frequently indicated by the r hook, but 
more generally by R. Mystery ._r^5| , complimentary'*^^* 

"ty. " 

J94. — The ending ty can frequently be expressed by omit- 
ting ihe y and indicating the / by halving the preceding stem. 
The ending ability is regularly indicated by Bit. Activity 
—■%"-, reliability — c^— 

"TURE." 

J95* — The final syllable ture is regularly indicated by the 
ster loop, the ter hook, or doubling, without any at- 
tempt at vocalization. Texture Lb, culture ^+-,, venture __ I 

196* — The n hook is used in thereon and therein Q 



90 



Word Outunes in General. 



READING EXERCISE. 



2 



■&- 



■y 



t-t 



--i.-h 



-}■ 



L. 



»~v— --^— -*v-— 



e-^--t 



-V- 



1 



^ 



o o . o 



y. 



7 
8 

10. 
11. 



""t 



L 



i»-^-^---b;- 






_^s 






V 



A \^ 



13 
14 






Lessons in Munson Phonography. 91 

WRITING EXERCISE. 

Likely, manly, chiefly, seemingly, sundry, cookery, Mont- 
gomery, liberty, moisture, texture, structure, lecture, forfeit- 
ure, adventure, antipodes, calculation, caliber, calumny, 
carbonic, cartridge, circular, serpentine, chronometer, 
collision, Columbia, cork, corpulent, correspondence, 
countermand, countermarch, cutting, cutlery, delegation, 
delicate, fervor, furniture, furthermore, hydrophobia, intend- 
ed, intense, intercede, interlock, interpret, interstices, inter- 
national, paragraph, parchment, parquet, partake, perceive, 
percolate, perfect, perjure, permeate, pernicious, perplex, 
person, quadruple, relate, release, relevant, relinquish, relish, 
supervise, supremacy, superfluous, suspect, susceptible, un- 
derground, underwent, undersized, valve, valuable, verdant, 
verify, versatile, vulcanize, vulnerable, criticise, occultism, 
fatherhood, native, locomotive, octave, periodical, thermom- 
eter, gasometor, apparent, adherence. 

REVIEW WRITING EXERCISE. 

Positively, slightingly, lonely, savingly, treachery, finery, 
locality, credibility, pasture, picture, departure, feature, curv- 
ature, antedate, antagonist, incalculable, calisthenics, car- 
bine, carmine, circulate, serene, Christmas, chronology, col- 
loquial, cordial, cornet, corduroy, corrupt, countersign, 
counterpart, cutlet, cuticle, deliberation, delinquency, furbe- 
low, further, hydrographic, hypothecate, intention, intoler- 
able, intercept, interpose, interrogate, intersect, introduce, 
parcel, parlor, parsimony, partial, perceptible, percussion, 
perfume, permanence, permissible, perpetrate, persist, quad- 
rant, relapse, relax, relent, reliable, relic, reluctant, superb, 
superfine, superinduced, superstitious, suspense, suspicion, 
undersigned, understanding, value, valentine, valedictory 
verbal, verdict, vertical, version, volume, vulgar, precise, 
criticism, Buddhism, motherhood, relative, indicative, radical, 
particle, barometer, lactometer, disappearance, clearance. 



92 Word Outlines in General. 

He has the ability to express his ideas briefly and clear- 
ly. Nearly all the refineries in the country have bought our 
machinery. Our calculations were based on our getting this 
material from you. Our correspondents in your city are 
Messrs. Jones & Smith. It is a delicate question and must 
receive due deliberation. You can exercise your own judg- 
ment and good taste in making a selection. There is no like- 
lihood of a change being made. Appearances are all in its 
favor. 



Lessons in Munson Phonography. 93 



LESSON XX. 

CONSONANTS OMITTED. 

f97. — Many omissions are made in writing the outlines 
of words, where they make outlines shorter, or less difficult, 
and do not interfere with legibility. The following omissions 
can be made regularly: 

K AND G. 

J98* — K and G are omitted after NG, when the K or the 
G is not the final sound. An initial hook that would natur- 
ally come on the K or G falls back on the NG. Angle ^ 

T. 

J99* — T after s, at the end of a syllable. Thus permit- 
ting many outlines to be written with an s circle which would 
otherwise require the st loop. Postpone 

p. 

200* — P after M — where the P is scarcely pronounced, 
and the legibility of the outline is not marred. Presumption*^^ 

N. 

20J* — N before Jr. The N stem is awkward, and the n 
hook impossible, before the r hook on J. Stranger % 

N is also usually omitted before the final syllable me7it. 
Assignment '\ 

M. 

202, — M before Pr and Br. Temperance [ 



94 Consonants Omitted. 

omission of hooks. 

203* — Hooks, initial or final, are frequently omitted 
where their joining is akward or impossible, and the omission 
of the consonant represented by the hook does not mar the 
legibility of the outline. Identical > . , landlord _r<__ 

OMISSION OF -TIAL-LY. 

204* — The outlines of words ending in ential-ly regularly 
end with the n hook, the final syllable, or syllables, being 
omitted. Ess ential-ly •}• 

PECULIAR FORMS. 

205* — Attention has already been called to the fact that 
shorthand has its practical side as well as its theoretical side. 
The following irregularities arise from the effort to secure 
rapid and easy outlines. 

206* — It is customary to write L after M, and L after N. 
Mail sW~ ', nail ~Y 

201* — They sound is frequently omitted in io, ia, ie, etc. 
Savior S^, senior --£>--• 

208, — The requirement that a circle, a final book or 
halving must not occur in connection with two concurrent 
vowels is often slighted, and the outline written for a single 
vowel. Serious --^'-—■ ) various \^^ p - 

209* — After the s circle, write L or L, whichever is most 
convenient. Senseless ^, senselessly V 3 , muscle ^C 

2J0* — CH is sometimes used for the sake of rapidity, 
where a word really calls for a T stroke. Likewise, j may 
be used for D. Century*^?/'-, statuary P^' , procedure -- c \-- 

21 J* — Occasionally final SH is written, instead of SH, 
especially if it keeps the outline from going too far below the 
line. Seafish - 



2f2* — Very common words may take shorter outlines than 



IvKSSONS IN MUNSON PHONOGRAPHY. 95 

they would have if they occurred less frequently. Warrant 
,{ 5 , value C_° , handkerchief ^, 

2J3* — Compound words are frequently disjoined. Hand- 
breadth __?_:|___. 

214, — Sometimes the hook in a primitive word must be 
replaced by a stem in a derivative word. Refund /^i, refund- 
ed __/S^l^ „> serf o ^, serfdom ..^^V 

215. — Words pronounced alike, or so nearly alike that 
they would have the same outline, sometimes have different 
outlines for the sake of legibility. Marked 0<r ~^- , market 

2,16* — The words now and new are written, the former 
with the first half and the latter with the last half, of the 
diphthong sign joined on. Many writers write the final sylla- 
bles new, nue with the tick added. Now __^„, new — ^ — , 
renew - > ^^r5i_ 

2 \ 7, — The stems for F, V and N are frequently made in- 
stead of hooks, where the hook would make a bad joining. 
Revenue ^\^^ 

2J8,— A difficult joining is sometimes avoided by break- 
ing the outline, completeness 

~<?. ' 

219— It is difficult to make Ft, Fr, VI and Vr after K, 
G, R and N, and in many outlines it is preferred to make the 
/ hook followed by R or L. Reverse >^ , rifle 

220* — The endings rier, rior and rer are frequently indi- 
cated by R-R. . y 

22J. — A longer outline is often preferred to a shorter one 

when the shorter one is difficult to make. Candle 

222, — The brief w can be used for the syllable way. 
Stairway __J\__, headway ^ 

223* — A final r sound after a ses circle is usually repre- 
sented by R. Successor o_^^, possessor "^ 



96 



Consonants Omitted. 



READING EXERCISE. 



1 

3 



V 



L 






x---b" 



--V--W-£- 
L 



5 ___U..__U___ .<T^>. 

-;■ 






_J?__._J_ „->___>. _u-t 



h..h. 






-]~r~- 



o >/ I / • 



/? 



=V 



*Li? 



X 



v 



w-- 



t 



S • 




12.- 



' — p 



^9 




13 
1* -. 



7 



1 



-~r-- 



*-*r 



IyESSONS IN MUNSON PHONOGRAPHY. 97 

WRITING EXERCISE. 

Angle, triangle, shingle, anxious, hunger, winked, sanc- 
tify, sanction, sanctimonious, ranked, breastplate, trustworthy, 
testament, alien, convenient, congenial, companion, bullion ; 
billion, brilliancy, emollient, radius, copious, previous, 
previously, furiously, oblivious, curiously, devious, impervi- 
ous, miscellaneous, missile, rehearsal, revolution, river, re- 
flection, refrigerator, exterior, carrier, furrier. 

Please make the next lot stronger, double thickness, in- 
stead of single, if necessary. We have testimonials from 
hundreds of people who have tried these goods. Please drop 
us a postal card as soon as you arrive there. This is only a 
temporary arrangement. They acted promptly in this case. 
It is a dangerous proceeding. They are so nearly identical 
that they are essentially the same. It was a great disap- 
pointment to me. It is arranged to act instantaneously. 
These goods take a brilliant polish. This fact is obvious to 
all observers. We are certain that none of our rivals can 
give you better or cheaper goods. You must not associate 
our goods with those bearing a similar brand, made simply to 
sell. 



98 L,ist of Words Discriminated. 



LESSON XXI. 

LIST OF WORDS DISCRIMINATED. 

224. — The student has already discovered that there are 
many sets of words which have not only the same outline, 
but are written in the same position. In the most cases this 
will not cause any trouble to the stenographer, as he can 
nearly always rely upon the context to indicate which word 
is intended. But where one or more words in such a set are 
very common words, or are enough alike in meaning to be 
confounded, it is necessary to make some distinction in the 
outline of the words. Such distinction may be made in one 
of three ways — by writing one or more words of the set out of 
position, by inserting a distinguishing vowel, or by giving one 
of the words a different, even if a longer, outline. It is also 
necessary to notice other sets in which the words, although 
having different outlines, will look dangerously alike when 
badly written. In such cases it is best to change one of 
the outlines so that it will look as dissimilar to the others as 
possible. 

225* — The following list includes nearly all the distinc- 
tions that the student will find is necessary to make. He can 
add to it as experience suggests and his work requires. 

REGULAR AND OCCASIONAL DISTINCTIONS. 

The distinctions in the following list are "regular," in 
the fact that they must always be made. It is absolutely neces- 
sary, therefore, that the student memorize the entire list. 

Special attention must be called to the fact that there are 
many distinctions which must be made on special occasions. 
There are many words which ordinarily give no trouble, but 



IyESSONS IN MUNSON PHONOGRAPHY. 99 

which on some special occasion occur in connection with 
some other words with which they will be hopelessly con- 
fused, unless vowels are inserted. Under ordinary circum- 
stances words with totally unlike meanings, even though they 
may have similar shorthand outlines, are in no danger of be- 
ing confounded, and may safely be written with the same out- 
line. But sometimes the sense of the matter being dictated 
is so peculiar that some very curious conflicts may arise. Mr. 
Thomas Allen Reed, the greatest English reporter, tells of a 
lawsuit he reported in which a minister was being sued for 
fishing on private grounds, and in several places in his notes 
he was unable to determine whether the minister fished or , 
officiated. It is one of the marks of a first-class stenographer 
to be on the lookout for these conflicts, and to be ready to in- 
sert vowels whenever the sense of a sentence is in danger of 
being lost. 



100 L,ist of Words Discriminated. 

DISTINGUISHED WORDS. 
Abandoned . . J. Abundant V — 

Account -__T7T__-. Count. 

Adverse J Diverse. 

Administration. U^o- Demonstration^- 

Af-firm .„^__ Form .____^_. 

Amiable A __ Humble A. 

Apportion ___^N Portion ___\w____ Operation 



-b 



Approbation .___A^__. Probation —V— Prohibition . 

Appropriation __ < \ x ____ Proportion . . . ,__\ Preparation . 



Assured ___) ■_... Shrewd 

Attainable . . J Tenable 

Avocation ... Vocation \ d 

Before ___\> Above ___\ 

Birth SA__. Breath J\ „_ 

<\ A 
Bright Broad J 

Causation Accession . . . 3 — Accusation 

Collision — Coalition ^—Collusion .. 

Corporal (t- Corporeal 

Cost — ,_ Caused . . . 

c 1 «= 

Crammed Cramped 

Domination . .-U-N^_p„. Dimension . . . .U-n^j-j... 

J 



-f 



Daughter Auditor — "^ Auditory 



J 



Doubter Debtor 



.JL_ 



Editor 



-^P- 



W 



s- 



IyESSONS IN MUNSON PHONOGRAPHY. 101 



Decease 1 —- Disease 1 — 

Deduct — I Dedicate 

Devise ___!)—. Advise. . . . ^___ 

Endless X. — Needless /o__ 

Extensive. . . . .__?_!IjL. Expensive. . . . ___\._1. 

Favored __^_ Favorite __V 

Fierce __v~ Furious ..J^yt.. 



Find ___^____ Found ____ 

Formal-ly Formerly 



Full — Q- — Fully. _.^__ 



Garden Guardian _. 

Gentleman Giant 

Gentlemen . . </ Agent -C. 



Gentlemanly ..—-C... Gentle .*/. Genteel -„- 

Gradation — L — Graduation. _c 

Hold es Held 

Idleness __/^_ Dullness 



^ ...Jrii 



Indebted — "3 Undoubted Undated 

Indefinite ^Tl^__ Undefined 

Indication . . . .--•—=?___ Induction . . . Ld 

Inevitable . . . . -^W Unavoidable — _!i 

Ingenious . ^=7 Ingenuous ~^\ 



102 List of Words Discriminated. 

Innovation . . . . ^?T^o . Invasion _Tl\j _. 

Interested <rzzp" Understood ^«rf__ 

Island Land 



Materially . -^ Maturely —^j^- — 

Melt __^-r._ Mold - o 

Migrate Emigrate .... -^r-- Immigrate 

Mission — >~s — Machine ---5) — 

Missionary . . . .__-___^— Machinery. . . O — 

_7_Tl — Min'ute — ^f — Min ute __JT^|-. 

—C2^\ —.Misses ._-__ & ._„. 

Nobody — ^rt\ __ Anybody __^ x — 

Occupy Copy 



Month 
Mrs. . . 



Older -yL Elder. 



„£l__. Later. 



Partner Part-owner .. . 

Patient _.__V Passionate _^__. 

Pattern Patron 



Pertain ____\ Appertain .... __\/\l... 

Poor __\ Pure 

Proffer ___v Prefer 



Prominent . . . .__Cj!r — Permanent . . . _\— ^____ -Preeminent. 
Promise ...... .___T?___. Premise v 



Proportioned \ .Proportionate 



L/ESSONS IN MUNSON PHONOGRAPHY. 1Q3 



Property . . . -— \/| - Propriety . . . 
Proscribe .... ___TZ\__ Prescribe. . . . 
Prosecution . . __ _\ - Persecution . 

Prussian .___>____ Persian __\^ Parisian v p 

Protection. . . . ... _^__>„_. Production . 

Purpose __v___\> . Propose 

Refinery Refiner , 

Repression ,____\3_ Reparation . . 

Resume .__.rs__.__ Reassume . . . 

Ruined ___^rl Renewed .... 

Sent _ <_<-_. Send 

Situation _________ Station ___[/___ 

Skill ._._^____ School 

Steady ___._ Stayed ___P_„_ Stated. 



Support *_>-_•__ Separate ___°s Spread __\. 

Tartar Traitor _._ J. ...Trader ___L 

Thereinto. . . . , (. Thereunto Q 

1 **. ^~ll 



Train ..__] Turn ___!!___. 

Totally __J__._ Wholly _-/T7___ 

Valuable __S^-_. Available -->* Voluble 

Wherewith --zA— Herewi - h - y\--~ 

Woman Women ___\ 

.__.._______ v_. 



vy\ 



104 List of Words Discriminated. 

WRITING EXERCISE. 

There is abundant proof that he abandoned his post of 
duty. He has given a demonstration of his abilities in the 
administration of this estate. This matter has been in the 
course of preparation for a long time. With this device you 
can produce the best results attainable. The various parts 
seem to be out of proportion. The collision was caused by 
negligence. The bill will have to pass through the auditor's 
hands before it can be paid. It is needless to comment on 
his endless errors. They have some very gentlemanly agents. 
In such matters experience is the best guide. All the indica- 
tions point to an indefinite postponement of the matter. His 
excuses were ingenious, but not ingenuous. We understood 
that he was interested in this enterprise. What is anybody's 
business is nobody's business. Some parts of that machine 
are very minute. Most of our patrons prefer this pattern. 
We guarantee these goods to be absolutely pure. He seems 
to prefer to pursue the wrong course. He stands preeminent 
in his profession. He seems to be permanently settled there. 
He is one of the prominent citizens of his town. The property 
is worth more than he gave for it. They propose to boom 
home productions. This is not intended as a reflection on 
his character. I propose to support him in his present pur- 
poses. It will require a separate compartment for the stow- 
age of these goods. The report spread with amazing rapidi- 
ty. It is his turn to attend to this matter. We have all the 
men available at work on this job. That valuation is too 
high, but it is valuable property. There are genuine Persian 
rugs, of pleasing patterns and harmonious colors. 



Lessons in Munson Phonography. 105 



LESSON XXII. 

WORD SIGNS AND CONTRACTIONS. 

226* — The following list of word signs and contractions 
is simply a general list of such abbreviations as every sten- 
ographer has occasion to use. Each stenographer will add 
to this list according to the requirements of his particular line 
of work. The stenographer can safely, and for the sake of 
speed he is often compelled to, make word signs for all com- 
monly occurring words and phrases peculiar to his work. 
The office amanuensis will find it a great convenience to in- 
vent word signs for the names of the articles of merchandise 
and for the mercantile expressions that are used in the office 
where he is employed. 

227* — The S circle may be added, or an S circle changed 
to a SeS circle, on a contraction, to indicate the plural or the 
possessive case of a noun; also the third person, singular, 
present, indicative of a verb. Part-s \\> , defendants \ \ > , 

come-s _ o 

228* — The same form is generally used for adjectives and 
adverbs where the latter adds ly to the form of the adjective. 
General- ly </ 

229* — Final ly is usually disjoined after adverbs derived 
from words which are represented by a word sign. Siniilar-ly 

230* — Word signs can be used in the formation of the 
outlines of compound words; and when the word sign is the 
first part of the outline, it usually governs the position of the 
outline. Overrule ^^ 



106 Word Signs and Contractions. 



LEARNING THE CONTRACTIONS. 



Although this list of contractions is marked Lesson XX, 
it is not best for the student to confine his study to the con- 
tractions until they are all learned. Most students will profit 
at this point by a review of the previous lessons, and the 
contractions may be memorized gradually, say a page a day, 
while the review is going on. A review will be specially in 
order, if the student has gone very lightly, or skipped alto- 
gether, over the contractions and the sentences given in the 
Writing Exercises of the preceding lessons. Careful and re- 
peated practice of the sentences will be most excellent prepar- 
ation for the next subject — Phrasing. If the student has 
thoroughly mastered everything up to this point, he may pro- 
ceed with the following lessons, learning a certain number of 
the contractions each day. 

Some learners will find memorizing the contractions very 
easy; they will make stenographers who can use all the "short 
cuts." Other students will find learning the contractions a 
very difficult task. The task may be made easier by memor- 
izing the sentences in the Writing Exercises that contain 
contractions, and by composing, for speed practice, short 
sentences containing the other contractions — it being easier 
to learn any outline in connection with other outlines than 
when standing alone. 



Lessons in Munson Phonography. 



107 



According- 



Accordingly 

Acknowledge . . . 
Acknowledged . 
Acknowledging. 



T 
& 



~7 
~7 

~7 

Acknowledgement.. J? _ _ 

Advantage — /— _ 

Advantageous y. — 

Advantageously _ _ 
Advantageousness . -A— 
Disadvantage . 

Advertise 

Advertised 

Advertising . . . 
Advertisement . 

Advertiser — -^- 

Almost 

Already 

Altogether 

Among - -w_. 

Amongst --\j>- 

An-d _____ 

Assemble -ly _ J— ■ s 



CONTRACTIONS. 

.Angel /:_-. 

_ Angelic __/___. 

.Angelical — / / > -- 

_ Another 

.Antagonistic . . n __ 

-Any ___ _. 

Archangel __-^._. 

.Archbishop. . . . --^7— 

Architect-ure 



Awful. . 
Awfully 



I 

I 

X 



~AZJ 



-Architectural 

..Aristocracy-tic ^ 

..Artificial 

.Artificially .... 

As 

_Astonish-ed . . . 
..Astonishing. . . 
-Astonishingly ■ 
-Astonishment - 

Awe _ 

-Awed 

_Awing _ 

-Awestruck . 

..Assembled _-)—-*- 



) 
) 

)_ 



t_ 



Bankrupt. . 
Bankruptcy 
Baptism . 
Because . 
Become. . 
Became. . 
Becoming 
Becomingly 

Before 

Beforehand 

Began 

Begun 

Begin 

Beginning . 
Beginner. . . 
Belief- ve . . . 
Believed 
Believing. . . 
Believe-able 
-Assembling 



._: 
<_ 



__w 



\-^ 



V 



_-*__- 



-V- 



— V 



t 



108 



Word ^igns and Contractions. 



Disbelief . 



Unbelief _:rtA_ 



% 



5 



Believer 

Belong 

Belonged .... 
Belonging. . . 
Beneficial . . . 
Beneficially . 
Benignant . . . -\ 

Between _. 

Beyond _. 

Bishopric 

Brethren -— a 

Brother ___V_. 

Brother-in-law _^\ 

V 



-z^- 
__/.__ 



-J-- 

r 



Y 



Business 
But 



A 



Cabinet _^.__ 

Can __ ™__ 

Capable __7\__ 

Capableness. . -V 

Consequent 



. Incapability 

.Incapable . . 

Captain 

Caref ul-ly 

.Catholic , 

Celestial-ly . . . . C7_ 

. Certificate ...... 

Change 

Changed - (. .. 

-Changing ___/!_. 

.Changeableness _ V Z :_ 
No 

-Exchange ._ _~Z_ _. 

-Unchangeable. — ^C_„ 



-Interchange . . __ 
Characteristic ._ 
-Charge .... 
Charged. . . 
Charging . 
Chargeable 
-Discharge . 
Children . . 
Christian. . 
-Consequently L 



Christianity. 

Christianization. _ &/___ 
Circumstance J____ 



I 



Circumstantial 
Citizen F. 



/ 
/ 

— /— 



Collect 

.Collected 
.Collecting . . . 
. Come 

Consequence. 
.Contingency. 

Controversy 

-Correct 

-Corrected. . . . 

Correcting. . . 

Correctly . . . . 



°-o 



% 



_/T_ 



Correctness 

Incorrect 

Could - 

County 

Crossexamine ... 



Crossexamined- 



.Consequential. — o_, — 



Lessons in Munson Phonography. 



109 



Crossexamining „. 



December - *-> — 

Defendant L_ 

Degree 

Deliver ___(!._ 

Delivered — 

Delivering .... |__ . 

Delivery — f__ 

Deliverance . . . — P-~ 

Deliverer — [-— . 

Redeliver —y^- 

Redelivery .... —s\— 

Delinquent. ... P. 

Democracy-tic . 

Democrat _.l— n .. 

Describe 

Described 

Describing 

Description ) _. 

a 

Develop .._L _. 

Developed ..l^-.. 

Danger L_. 



Developing 
Development . . 
Undeveloped... 

Did 

Differ-ence-ent. 

Differed 

Differing . . . 
Differs-ences 
Differential 
Indifferent 
Difficult-y . 
Difficultly . 
Dignify . . . 
Dignified . . 
Dignifying 
Dignity ... . 
Discriminate 
Indiscriminate. 

Distinct 

Distinctness. . . 

Indistinct 

Indistinctness.. 

Electric 

-Blectrical-ly.. 



\ 



""I 
— K- 



--I— 



-i- 
-i~ 



L.- 



-I- 
-U 



r 



-Distinguish . . l~~ 

Distinguishing. — I - 

.Do — 1._ 

1 
Doctor 

.Doctrine — 

.Dollar 

Domestic - U-Brr= 

.Domesticate U-&-=_ 

During — ] - 

.Dwell _..r_. 

Dwelt _.-J— 

-Dwelling _.J__. 

-Dweller _._L-__ 

.Effect A 

.Effected -V — 

Effecting -k 

. Effective ^ — , - 

Endeavor l- 

. Endeavored ^n._ 

-Endeavoring . . „__l__. 

Especial-ly. .... 
.-Electricity _— 

-Electro C 



110 



Word Signs and Contractions. 



Descriptive 

Establish 

Established . . 
Establishing- . 
Establishment 
Evangelical 

Ever 

Executrix. . . 

Experience . 

Experienced 

Experiencing. 

Inexperienced 

Extraordinary 

Extraordinarily 

Fact 

Familiar 

Familiarize . . 
Familiarized . 
Familiarizing- 
Familiarly . . . 
Unfamiliar . . . 
Familiarity . . 



-W- 

V 



-^ 



v 



--~b 



-Equality 

February . . . 
Financial-ly 
First .. 
Firstly 

For 

Form . . 
Formed 
Forming' 
Formation 
Inform . . . 
Information 
Informer . . . 
Informal. . . 
Informality 
Uniform. . . . 
Uniformity . 

Perform 

Performer . . 

Reform 

Reformation 

Found . 

Frequent . . . 



,— Go 

Frequented. 

Frequenting 

___\o._ -Frequently . . . .. 
— -k£T-_ Infrequented . . 
— -N Unfrequented .. 



"T 



From, 



L 



Gave 

Vo_--General-ly. . . 

Generality . . 

---^o - Generalize . . 

Outgeneral . . 

-Generation . . 
Degeneration 
Reg-eneration 
- Gentleman . . 
— Gentlemanly 
Ung-entlemanly 
Gentlemen 

Give-n 

Govern 



t 



c/ 

--<j 



Vo 



V 



-Governed . 



or 



}r S- 



Lessons in Munson Phonography. 



Ill 



Governing - ... s- --Healthiness 

Governable. . . .__TT\ ..Unhealthy . 

Government . . ?> Hear 

Governmental =>^> -.Hearing- .... 

Ungovernable _ rTT7\ Heaven ..... 

Governor __7\ — Heavenliness . 

Great Britain — (^ __. .Heavenly 

Heavenward . 

Had --Held 

Half 

Halve Helped . 

Halved Helping 



:__Jr_„.Help. 



, — L_V_p. Hereby _ 

--v_/L Herein 

— -~n __ Hereinafter . . ^x 

^.-.Hereinbefore . zryr^ 

— -v>- -Hereon :rx 

Kz^zs> Hereto — „ s --. 

-->v Heretofore 

— V-^ -Hereunto .__>.--__ 



Him 



or 
i y 



— /*-%-- 



Halving- * Helpful 

o 

Has Helpfulness 



Himself 

.^>___His 

o 

_0\ -.History .___ s 

Historian .__}/?. 



Hath 



.^T\,-_ Historic 



Helpless. 



\or. 
Have Helplessness 



Having 

He 

Health-y -rt 

Healthf ul-ly . . 
Healthfulness <--( 



ior / 
-^_'_.Her 



or 
_i _.^v ..Herself 



Vi" 



Healthily 



Qc. 



Here 

Hereabout . 
-Hereafter . 
Hereat .... 



r!_ Historical 

.Home _ ^-^ _ 

__J^\___ Homeliness ^-^C^f. 

7^ __ Homely _^->/^_. 

— r\ --Homeward _.i*-vry.. 



^ 



Immediate. 



Horse Horseman 



"V^ 



112 



Word Signs and Contractions. 



Immediately . . sr_ Intelligence <Z_. .Largely __. 

Immediateness Intelligibility . JV— Largeness „. 

Intelligible </___ Enlarge 



^7 



Importance-t . . 

Importantly .. .__C_Y__Intelligibleness-_^-_- legislature {/__. 

Unimportant . . _ _r-^_\.Intelligent . . _7__.Length-y _A_. 

Indignity Intelligently . ^T-_Long __.>__. 

Indispensable-y___?___.Intellect-ual L longer S^__ 



Infer 

Inferred 
Inferring . . 
Inferable . . 
Inferential . 
Influence . . . 
Influenced . . 



...Interrogatory Longest . . . 

_.Is L<ong-hand 



N_^> 



._ January .Malignant . .. 

r__Junior ? Malignantly. . 

Jurisprudence _ __/? Malignancy 



Manufactory . . 

Influencing .^.-v^.. Kingdom Manufacture . 

Influential . . . .-J___s.__.Knew Manufactured . 



_ Knowledge . . Manufacturing 

Manufacturer 




Uninfluenced, .s. 

Inscribe _ 

Inscribed _ 



. Language Massachusetts .___j3 

a- / 
Inscribing Large Member ^ 

/ 

Inscription Larger Memoranda . . .. 



a-3 



Insurance 



Largest - Memorandum 



IyESSONS IN MUNSON PHONOGRAPHY. 



113 




Neglect 

Neglected .... 
Neglecting... . 
Negligence. . . . 

Never 

Nevertheless . 

New 

Newly 

New York 

Next 

Notwithstanding 

November 

Mortgagee 



-_T^__Now 

..Number 

i. Numbered 
..Numbering. . . 

A Numberless .. 

___ Outnumbered 

._ Unnumbered . 

O, Oh 

Ob' ject 

.^^-...Object ' 

--^^ J -Objected 

— ^=TM_Objecting . . . . 

-v^c-^,. Objectively . . 

_. — Objection .... 

rr^*/T?_ .Objectionable 

Observation . 

.___/___<)_ 

T 



( 



.— Other 

_JV__Over 

— !\ — Owe.. /_ 

__V...Owed __ ;L 

JN/C__ Owing / 

...\...Owes 6 _ 



.^ri^\Own, 



_\_ 

z 

V 

\, 



v 



x. 



..Opinion 

_. Opinionated . , 
'- - - -Self-opinioned . 
"rA^ _ Opportunity . . 

r^TTL -Negligent 

Our 



__v 

.No. 



-v- 



..Parliament. . . . 

._ Parliamentary. 

..Part _____ 

..Parted I 

\ 



..Parting 

._ Partly 

..Counterpart . 
..Particular . . 
..Particulars. . 
..Particularly . 
..Particularity 
..Particularize. 
. Peculiar .... 
. Peculiarly . . 
..Observe 



\ 



"^' 



c >__/ 



__v_._ 



114 



Word Signs and Contractions. 



Peculiarity . 
Pecuniary . 
Pecuniarily 

People 

Peopled 

Performance . . 
Perpendicular . 
Perpendicularly . 
Perpendicularity. 
Phonographer . 
Phonographic . 
Phonography . 
Plaintiff 



Impracticable 

-\___-Practical-ry . 

\. si Practice 

.-Jy—Practiced 

Practicing- . . 

Practices 

__<\ _ -Preliminary . 
—[Prerogative . 
Preservation 

_^f Principal-le . 

Principally. . 

Unprincipled 



-\ — Privilege .... 
Plenipotentiary --^—--Probability . 
Popular-ity . . . .— _\— Improbability 

Popularly \ ,-r-Probable-y . . 

Unpopular _\ -Improbable. . 

Possible-y Proportion . . 

Impossible Disproportion 

Possibility - - -V— Public-sh 

Practicable — _rr^_ Published . . . 

Impracticability^r^v --Publishing- . . 
Disqualify -^r\-— Quality 




\ 



Publication . 

-Publicly 

Republic .... 



\ 



Republican. 

Qualify 

\z^TT^ .Qualified 

Jl___ .Qualifying . . 

_ _V_ _ -Qualification 

_£\__ -Disqualified . 

-<\— Unqualified . 

>=^\ Quarter 

._ !\ -Question 

.Questioned 
.Questioning- 
Unquestionable 
Crossquestion . 



^ 



~^/L. 



.Recollect 
-Recollected . . 

Recollecting- . 

Recollection . 
-Inequality 



.sx. 



Lessons in Munson Phonography. 



115 



Recoverable .. _xrdT\- Representative 
Irrecoverable. - <f- \. Representing. . 



Refer-ence . 
Referred .... 
Referring-..,. 
References . 
Regular .... 
Regularly . . 
Irregular . . . 
Irregularly . 
Regularity . 



<- Misrepresent . . 

S- Representation 

Misrepresentation 

C- — Repugnant .... 

Repugnancy .. 

Repugnantly . . 
— Responsible-y . 

Irresponsible-y. 

Responsibility. . 
Irregularity ... -Irresponsibility 

Remark Resurrection 

Remarked Reverend 

Remarking . . . '__ Revolutionary. . 

Remarkable-y .__I^X __Roman Catholic- 
Remember . . . .___^W V-- 

San Francisco. .- 

Satisfaction .... 

Satisfactory .... 

Satisfactorily . . 
Represented .... i_ Unsatisfactory . 
Recover -^TT_-Single 



A 



— Saviour ___ v-_ 

Send 

September . . . .___V-\. 

Several ___\^_ 

Severally ___v^/ 

Shall 

Should .___;._ 

Signify 

Signified 

Signifying . . . 
Significance . . 

-Significancy . . -~\- 

Significant ... 

Signification a ).. 

Insignificant 

-— «n 

-Similar 

cr-N 

Dissimilar . . _l _ 



°-o 



Remembered 
Remembering 
Remembrance 
Represent . . . . 



^Q— " 



Similarity .. 



<K 



Dissimilarity . 

Singular -^Z 

Singularity .. 



<&>■ 



-Singularly . . . 
-Savings Bank. — vo — 



116 Word Signs and Contractions. 



Somewhat __<r- —Swift — The 



Southern ..__(>___ -Swifter __e_ Them !___(__ 

Speak —\—- Swiftest — Themselves .... -Xl- 

Bespeak _.v Swiftly __ /r___ There ___V— 

Speakable . . . .--R---- Swiftness _.. These __.)__ 



Unspeakable . . _>=-^L— Swore „__°^\___ Thing 

Specification \ Sworn __°^„_. Things . . .' ___^ 

Spoke Special-lyA ...Sympathy .-"^—.Anything ______ 

Bespoke \- Sympathize . --^—Something -<r>^ 

Spoken .___V__ Sympathized . -f?^— Think -.-(- 

Bespoken -\- Sympathizing . .^ Bethink :__.\._. 

Outspoken -^....Sympathetic . . __( —.Thinker ._/_ 

Subject ..^....Sympathetical-ly.-^TL^-- Unthinking ^f- 

Subjectively. . . --£ System --f^-- -Unthinkable .. 

Subjection. . . .. A>._._ Systemize -g^— Time 



Suggestion ...—^—Systematize ... -£-— Timely 



Superficial-ly . . .-<\r Systematic .... Together 

^— ' Transubstantia- « 
Superintendent--^ tion _Jv_. 

Surprise Thank-ed Truth ., — 1 _ 



_°^__Thankful _lL__. 



Surprised inanisiui — ^— Truthful-ly 

Surprising . . . ----Thanksgiving-day.__^-|— Truthfulness ## \ 

°^ ( 
Swear That Untruth — ^-"- 



Lessons in Munson Phonography. 117 

Untruthful , r.~. Whichever /_.. Yearly _^r— 

Untruthfulness ._^1.__ Whichsoever . . /__..L,eapyear ~/*V- 

Who-m. v .._. Yet (1 

Understood ._>. — x Whoever Young- -_£1__. 

United States. ..._..£7L_ Whosoever , Younger __^7__. 

Usual-ly ____^-..Will ^r. -Youngest — 6- 

Usury ,_^.__ Willful-ly /r.„ Your ..•r-__ 

Willing -^^..Yours __.< 

Was L Willingly —(\^ - Yourself ..C____ 

Well __£<?r£lWith Yourselves __£T___ 

Were __/__ Within __.(_._.Youth .__/ 

What '—Without _ C .___Youthful / 

Whatever .__^__ World </____ Youthfulness (__ 

When — c.—Worldliness . J- 

Whenever c Worldly J. Universe — /z — 

Whensoever o^._ Worth ( Universal 

Where —^-Worthless __X°___.University -C2 

Anywhere ---^l-Worthlessness . — iC— Width f- 

Nowhere _v_^T_ Would __,_ Worthy ( - 

Somewhere _<r^^l- You — n -- * 

Wherever _/^__ Year >n_.. 



Which /___Years ___/n_. 



118 Phrasing. 



LESSON XXIII. 

PHRASING. 

23J* — In a general way it must be said that the student 
now leaves the theoretical part of shorthand and enters the 
practical part. It is true that attention has been called to 
outlines that take a hook where the regular rules call for a 
stem, to those stems that are written in a direction contrary 
to that prescribed by the rules, to those outlines that do not 
express all the sounds in the words, and to those outlines 
which are so brief that they are referred to as word signs and 
contractions; all this is practical rather than theoretical, but 
pertains to the writing of words as words, and not to words 
as parts of sentences. It is true that the student has prac- 
ticed the sentences and short articles in the writing and read- 
ing exercises in this book, but in his practice he has centered 
his mind on the outline of each word as it was written, and has 
not been able to think of words in groups or in sentences, 
much less to pay attention to the meaning of what he was 
writing. 

232* — The student who has mastered the first part of the 
book is able to write promptly, accurately and neatly the out- 
line of almost any word in common use. As the result of 
thorough work he gradually acquires confidence in himself 
and in his work, and finds that he can "take dictation" ac- 
curately, yet withdraw his attention somewhat from the task 
of thinking of the shorthand outlines and putting them on 
paper correctly, and pay more or less attention to the mean- 
ing of the words uttered by the speaker. By and by the 
shorthand writing becomes largely mechanical, and the sten- 
ographer can give practically undivided attention to the sense 



Lessons in Munson Phonography. 119 

of the words he is writing. It cannot be too strongly urged 
upon the student that he must bring his mind to the condi- 
tion indicated before he can become a reliable stenographer. 
It will take some time to bring the mind into this condition, 
and as a great aid to the student in that task, and also as a 
most important aid to both the speed and the legibility of 
shorthand, the subject of ' 'Phrasing" is here introduced. 

ADVANTAGES OF PHRASING. 

233* — Phonography presents another striking resemblance 
to speech in that the phonographer reproduces the little 
groups of words into which sentences are divided when they 
are uttered aloud; that is to say, words spoken with the same 
breath, which have grammatical or rhetorical connection, are 
usually written together without lifting the pen. This join- 
ing of words is called phrasing. The advantages of phrasing 
arise from the fact that several words can be written together 
more quickly than if written separately, that they occupy less 
space on the paper when so written, and that words closely 
connected in sense are brought together. 

WORDS THAT SHOULD BE JOINED. 

234* — It is essential that the words joined should be close- 
ly connected in sense; that the outline be an easy one to 
make, and not too long; that the outline shall not conflict 
with any other phrase or with a single word. Word outlines 
are kept as far as possible within the limit of three strokes, 
and phrases do not usually exceed that limit. 

PHRASING BASED ON THE COMMON GRAMMATICAL RELATIONS. 

235* — As a further help to the student, his attention is 
called to the following grammatical relations which are ex- 
pressed in phrases as far as possible: a verb and its subject; 
a verb and its object; a verb and its qualifying adverb; a 
proposition and its object; a noun with its qualifying ad- 
jective; and an adjective, verb or adverb and a qualifying 
adverb. 



120 Phrasing. 

close relation of shorthand and grammar. 

236. — Grammar and shorthand are intimately connected, 
since phrasing is governed by the common grammatical rela- 
tions, and because a knowledge of the grammatical construc- 
tion of phrases, clauses and sentences assists the stenographer 
in reading the difficult parts of his notes. An amanuensis 
who is a good grammarian will turn out sensible and correct 
transcripts, and compose a good business letter when he is 
called upon to do so. 

TWO KINDS OF PHRASES. 

237. — Phrases are divided into two classes, according to 
certain pecularities in their forms; those in which the ordin- 
ary outlines of words are joined, and those in which the con- 
sonants of a whole group of words are represented in the 
briefest possible manner without reference to the regular out- 
lines of the words. The first class will piesent no difficulties 
to the student, but the second class will require some study. 
What can be -irzv...., it will not --- s — 

PHRASE POSITIONS. 

238* — The first word of a phrase is regularly written in 
its usual position, and the other words are merely joined on. 
This rule emphasizes the fact that some words occur so fre- 
quently and become so familiar to the reporter that he can 
recognize their outlines in any position. By this time 



V 



EXCEPTION. 



239* — When the first word of a phrase belongs to the 
first position and is represented by a circle, loop, horizontal 
stem, or a half length stem, in the interest of legibility, the 
first word of the phrase is usually written so as to bring the 
first upright stem in its regular position. Has had f , on this 
side — ^£- — , about those \ 



Lessons in Munson Phonography. 121 

the mind should connect words and phrases with out- 
lines, without thinking of details 

240* — In practicing phrase outlines, it is not wise to utter 
aloud or allow the mind to dwell on each word as its outline 
is made. The phrase should be thought of as a unit. The 
student has already learned to write the outlines of a single 
word, no matter how long it may be, without "spelling it 
out" as each circle, hook or stem is made. Without becom- 
ing careless and inaccurate, the stenographer must learn to 
think of phonographic details as little as possible when he is 
writing. 

Note. — You or your may be represented standing- alone or in 
phrases, initially (not governing- positions), medially and finally by 
moid or noid. For examples see page 153, ^f 311. 

Stem V may be used to represent have in some phrases. For 
fuller explanation see page 151, If 303. 



122 



Phrasing. 



READING EXERCISE. 



^\ 



<- 



< 



r\ 



2. 

3 

4 

5. 

6 



n 





y 



v^-^s 



•^--^— ->--^-— Y-— V— >— ^— y 



1 f 



8_ 
JO 



t2d V° W> 



£_ 



— -H>- 



,t_ 



Y. 



i-f" 



^o^ — -H> 



12_. 

13 -K~ 

J4 '"^^ 



i-^- I- Us 



-i- 4-' 



-^ =v 



LESSONS IN MUNSON PHONOGRAPHY. 123 

WRITING EXERCISE. 

To me, too many, to make, to give, to meet, tomorrow 
morning, to get, after such, after this, after you become, after you 
were, anything more, anything less, anything like, be done, 
be said, because they, between themselves, by many, by them- 
selves, by little, did he make, did he go, did he tell you, ever 
since then, for how much, for many years, for several years, 
for some little, for something, further notice, good while 
ago, good while since, great many occasions, great many 
things, have you known, have you nothing, have you never, 
having done, having known, having said, every day, every 
side, always be, always ready, will be done, if you 
know, if you have, if you think, in advance, in fact, 
in favor, in general, in many cases, in many instances, 
in my presence, in person, in preference, in proportion, in 
such matters, like those, little less, long enough, make those, 
many more, many persons, may be likely, no person, no oc- 
casion, no such thing, not enough, not necessary, say any- 
thing about it, say anything more, say how many, say how 
much, say so, says he was, seems so, seems likely, shall be 
glad, shall be sorry, shall be very glad, shall be very sorry, 
shall never be, shall make, since they do, some little, some 
means, some person, some reason, something more, soon af- 
ter, suppose they were, such cases, take them, take those, 
take pains, take possession, take such, take place, take back, 
taken away, taken down, that you may, that you must, that 
you can, there was no, there was nothing, there was never, 
there were, there will be, this day, this afternoon, this eve- 
ning, this instance, very much, very probable, very great, 
very soon after, which can be, will you be kind enough, will 
you be good enough, you may be sure, about them, about 
which, about whether, about which, on which occasion, on 
each occasion, on those, on this. 



124 Phrasing. 

STANDARD TIME. 

(Phrases are indicated by italics.) 

The railways of this country are operated by what is known 
as "standard time," which is reckoned on four principal meri- 
dians of longitude, and designated as follows: Eastern time, 
on the 75th degree; Central time, on the 90th degree; Moun- 
tain time, on the 105th degree; and Pacific time, on the 120th 
degree. In cities located on any one of these degrees, the 
solar and the standard time coincide. In cities located be- 
tween these degrees, solar and standard time are different, and 
each city adopts the time of the nearest principal or standard 
degree. The difference in time between two adjacent stand- 
ard degrees being one hour, in no case does the standard time 
in any city vary more than thirty minutes from solar time. 
Whenever a tram crosses a standard degree, its time changes 
one hour, watches being set back that much if the train is go- 
ing west, and set ahead that ?nuch if the train is going east. 



LrKSSONS IN MUNSON PHONOGRAPHY. 125 



LESSON XXIV. 

CIRCLE AND LOOP PHRASES. 

THE S CIRCLE. 

24J« — The s circle is used initially, medially and finally 
for h-as, h-is, and for us medially and finally. Us should be 
written with a stem sign where the circle would be difficult to 
read. As they £, it is —\—, for us V^ 

242. — In the reading exercise, medial and final circles 
can often be translated by several of the "circle" words, but 
in a sentence the context will always show the proper trans- 
lation. 

243* — All phrases beginning with h-as come under the ex- 
ception to the rule for phrase position. All phrases begin- 
ning with h-is follow the regular rule for phrase position. As 

he <s ^ _ , is he — <J ->r" 

THE SES CIRCLE. 

244. — The "circle" word can be phrased with a word be- 
ginning or ending with a small circle by changing the small 
circle to a large circle. Has said p, makes his ^_d 

245. — A large circle standing alone, first position, maybe 
used for any two "circle" words, provided the first word is 
h-as. As has, as is, as his, has as, has his, has us .. °_„ 

246* — The large circle alone, third position, stands for 
any two "circle" words, provided the first word is h-is. His 
is, his has, is as, is his — - — 



126 Circle and L,oop Phrases. 

the st loop. 

247, — The small loop is used alone and initially for h-as 
combined with to, it or the; medially and finally for any one 
of the five < 'circle" words combined with to, it or the. As to 
that X it is to be — i^-~ he has it ^ 

248. — Alone, first position, the smail loop stands for 
h-as combined with a "t" word {to, it, the). Alone, third 
position, the small loop stands for h-is combined with a "t" 
word. If as to, has it, has the, as to, as it, as the f ; is it, is 
to, is the — -- 

249* — A "t" word may be added to a word ending in an 
S circle by changing the circle to a small loop. Unless the ^ 

250* — An s circle may be written inside the small loop 
standing alone to add another circle word. And an addi- 
tional circle word may be added after a ses circle or a loop 
by a circle on the back of the stem. As it is e_ , post 
his \ 

THE STER LOOP. 

251* — The large loop is used alone for h-as, h-is combined 
with their, there and they are', medially and finally for any of 
the "circle" words combined with their, there and they are. It is 
their --[>-—, is there no -^r>~, that is there now_y~2_as far as 
their 



252* — An additional "circle" word may be added inside 
the loop when standing alone, or on the back of a stem to 
which a loop is attached. As there is O , master his 

253* — The large loop alone, first position, stands for 
h-as combined with there, their and they are-, alone, third posi- 
tion, for h-is combined with there, their and they are. Has 
there, has their, as their, as they are __&__;, is there, is their 



Lessons in Munson Phonography. 127 

254* — There, their or they are may be added to a word 
ending with a small circle by changing the circle to a large 
loop. Fix theirs — -V---^-- 

MANNER OF WRITING INITIAL LOOPS. 

255* — An initial loop phrase may be written upon the 
following stem in the usual manner, or it may be written 
"floating" on the slant of CH, and the following stem car- 
ried out distinctly. Is it necessary-— ^^g^—, has there been — C\ — 

Note. — How may be phrased initially and medially, being writ- 
ten koid or toid, but is not joined initially in a phrase that would 
bring- it down to or below the line. For further explanation and ex- 
amples see "[[ 302. 



128 



Circle and Loop Phrases. 



READING EXERCISE. 



i „_o 

3 



^_._r..._ f _...f...p „..JL 



-\ 



r - 



----- )— -7- ^-^ 



!?. 



(-__p 



/. 






.V. 



5..L/._._. 



-V-^-.l-- 



\ 



..^._/___.L.. 



<k-- 



.b- 



^__6 



OP 



O 



- ^^U..^ 



o 







8 



-ft- 



• <\- • 



Q_P 



9 



*L> 



tT- 



r 



10 



f\- 



C V> 



% 



n 



n 

13.-.\—^> 



,..:>...^ 



/-- 






CI/- 



-<*-=- 



y 



j;* 



/ 



rv 



.V 



t 






tj_> 



P" 



IvESSONS IN MUNSON PHONOGRAPHY. 129 

WRITING EXERCISE. 

As early as, as far as, as far as the, as far as it is, as far 
as possible, as far as their, as far as there is, as far as his, as 
far as may be, as far as can be, as fast as, as good as, as 
good as ever, as great as, as is usual, as little as, as long as, 
as long as is, as long as there is, as many as possible, as much 
as the, as soon as his, as soon as it is, as soon as there is, as 
soon as they, has to be done, it is to be done, as the best, as 
to whether, as usual, as we were, as well as, as well as can 
be, as well as their, has not been done, has not gone, has 
there been, as there has been no, as there is nothing more, 
has been found, has it been found, has it not, has this, is 
this so, is it any, is it possible, is there anything more, it is 
generally known, it has been done, it has been found, it is 
not necessary, it is not intended, it is only, it is possible, it 
is said, it is this, this is so, that is nothing, this is the, is there 
anyone else there, for his own interest, for his own sake, it is 
not, it is important, it is quite certain, let us be satisfied, let 
us be sure, let us know, may as well, as much as possible, on 
his own account, it seems there is, it is done, since there is, 
since his, such has been, that is not so, that is only, that is 
nothing, that is not necessary, there is nothing more, why is 
there, why is it. 

THE PARIS RAG PICKERS. 

The chiffonniers of Paris have lost their trade; at least, | it 
has become so totally modified that they | no longer pursue it in 
its ancient form. The waste and dirt from every house used 
to be poured out into the street before the front door each 
evening at 9 or 10 o'clock; and the chiffonnier, with his 
lantern and his hook in his hands and his basket on his back, 
arrived, came along and raked the heaps over, to see what he 
could find in them. But it became forbidden either to throw 
the refuse into the street or to bring it out at night. It was 
prescribed that it should be carried down in the early morning 



130 Circle and L,oop Phrasing. 

in a box, which is placed, full, at the door, and is emptied 
before 9 o'clock into the dust carts, which go around each 
day. The chiffonniers, therefore, have no longer the oppor- 
tunity of picking over the dirt, because it has ceased to offer 
itself in an accessible form; they have for the most part to 
carry on their trade after the refuse is discharged from the 
carts at the depots, and, consequently, have almost disap- 
peared from the streets. 






Lessons in Munson Phonography. 131 



LESSON XXV. 

HALF LENGTH PHRASES. 

256* — To, it, had and the are indicated by halving, when 
the outline of the preceding word ends with a full length 
stem. Began to ^__, in it .______, they had <, had the i 

The n hook in connection with halving is used for not. 

257* — Halving is generally preferred to the stem T, 
especially when the preceding word is a verb; the T is used 
when it is not possible to indicate to by halving nor by a St 
loop. The halving for to almost always occurs in connection 
with a word sign or some other frequently occurring outline. 

258* — It is usually written in full when phrased, and is 
included in a st loop phrase more frequently than it is in- 
dicated by halving; but occasionally it is convenient to use 
halving. 

259* — Halving for had occurs after personal pronouns. 

260* — Halving is used for the more frequently than for 
to, it and had', and the is indicated more frequently by halving 
than by any other method. Halving and the st loop are used 
for the wherever possible. The dot is used where the other 
forms are not possible. 

"ITS," "IT IS." 

26J* — Its, it is and it has are indicated medially and 
finally by halving and the s circle. By its _ v> , but it is v 
if it has — ^ — , but it is necessary s^s^ 

262* — These phrases are used most frequently after pre- 
positions and conjunctions, and it is nearly always possible 
to join on the next two or three words in the sentence. 



132 



Hai<f Length Phrases. 



READING EXERCISE., 



.s... 



? . •> 



_\ 



/ 



r . 



V V4V V 



L 



8 






I ( 



/_. 



.6._.v — r ..2_-V_. 



\ 



V 



*_?._L.i_i. 



6- ^ 



_V_____v^.__^_. 



6_./.„..^ r__.__v__'°___ / p....^...__^._. 



Vo 



/ 



-J 



ik_y. 



J2 _^?_ £L 



-C"^ 



-A 



T 1 / 



Cv 



/ 



_-.-. (• _-cT"-\ 



--.V-A 



V 



T 



J4 



3 U 



\;- 



L/ESSONS IN MUNSON PHONOGRAPHY. 133 

WRITING EXERCISE. 

Able to think, able to realize, on it, in it, will it, all it, 
why it, from it, yet it, but it, by it, at it, do it, did it, think 
it, yet he had, says he had, though he had, thought he had, 
says we had, by the, but the, charge the, change the, could 
the, gave the, give the, among the, at the, from the, while 
the, but its, for its, were its, if its, why its, gave its 
its own, where its own, but it is, that it is, though it is, that 
it is no, if it is necessary, if it is possible, that it has been, 
that it is known, that it is necessary. 

THE INCANDESCENT LAMP VACUUM. 

Many of the incandescent lamp manufacturers of Ger- 
many use the chemical process of exhausting the air in the 
lamps in conjunction with the air pump. In the tube attached 
to the lamp for exhausting it, a piece of amorphous red 
phosphorus is introduced, the amount of which \ must be found \ 
for each type of lamp. While it is being exhausted with the 
pump, this tube is heated carefully with a Bunsen burner, and 
when the vacuum is sufficient, the normal current is passed 
through the lamp and then increased gradually up to about 
three times the normal voltage, when a violet light will ap- 
pear at the end of the filament. A few moments later a blue 
light will appear around the filament, and after having run 
for ten to twenty seconds at the high voltage, the blue light 
will expand throughout the whole globe, and at that moment 
the lamp must be scaled off, so as to include the phosphorus; 
the lamp is then run again and heated at the tube which con- 
tains the phosphorous. A reaction will suddenly take place 
and the blue light will disappear, a scarcely visible light 
brown deposit being formed on the glass, which, it is said, 
does not affect the candle power. When a lamp exhausted 
in this way is tested with a Ruhmkorff coil, neither phosphor- 
escence nor a current will be found to exist; the whole oper- 
ation requires only 1.5 or 2 minutes with an experienced 
workman. 



134 Double Length Phrases. 



LESSON XXVI. 

DOUBLE LENGTH PHRASES. 

263* — There, their, they are and other are indicated by 
doubling, when the preceding word regularly ends in a single 
length stem. In the case of other, the precaution must al- 
ways be taken to insert the second place light dash. For 
their V , though they are I ___, any other —<zz^>— 

DOUBLE LENGTHS "SPEEDY." 

264* — These double length phrases are probably the most 
rapidly made and the easiest phrases to read, and should be 
used by the student fearlessly and wherever possible. There 
and their can nearly always be indicated by doubling (or the 
ster loop), except at the beginning of a sentence. 

OTHER WORDS READILY JOINED TO THE DOUBLE LENGTHS. 

265* — Should the next word in the sentence make a good 
joining, and be connected in sense with the double length 
phrase, it should be joined, unless the outline would go too 
far above or below the line of writing. There is no objection 
to carrying a horizontal phrase as far as it will go. The op- 
portunity to double final NG for there should never be neg- 
lected. In any other case -« ^^^=0--, making their ^ — - ^ 

"their's," "there is." 

266* — A final s circle in connection with doubling is used 
for the combinations their's, there's or there is. For their's 
\ yet there is ___/^__ 



Wessons in Munson Phonography. 135 

267* — The next word in the sentence after there is, es- 
pecially if a horizontal stem (like no, not, necessity or necessary), 
is usually joined on. Though there is no necessity / 

dp 

"THE OTHER." 

268* — The other is always written with a double length 
stem DH, in the third position. On, for, if, and similar 
words, coming before the other, are written full length instead 
of being halved. On the other side — 

"THEREFORE." 

269* — Therefore is frequently phrased to the preceding 
stem by doubling the final stem of that word to indicate the 
first syllable in therefore. I am therefore in no *" \^^ 

MOSTLY WORD SIGNS SEEN IN PHRASING. 

270* — This lesson emphasizes what was said previously, 
that the words found in phrases are word signs or words that 
are constantly recurring in speech. 



136 



Double L,ength Phrases. 



READING EXERCISE. 




Lessons in Munson Phonography. 137 

WRITING EXERCISE. 

Upon their, before their, between their, done their, be- 
gun their, begin their, run their, have their, worth their, than 
their, shown their, from their, on their, in their, know their, 
among their, will their, think their, beyond their, yet there, 
all there, for their own sake, that has been their, among their 
own, for there has been no, for there has never, if there is 
nothing more, yet there has been no, though he was there, 
that he came there, along there, that there is no necessity, 
although there is not, no other, from other, several other, 
while other, in other words, any other subject, some other 
person, some reason or other, something or other, as good as 
any other, for other purposes, before there is, depend upon 
their own, any other business, being there, how long have 
you been there, great many other, you know there is nothing, 
you may therefore, you shall therefore, you think there is, in other 
cases, is he there, so there may be, was there anything, was 
there anything said, was there anything done there, was there 
anyone else there, since he came there, why there is so much, 
will there never be. 

COPPER. 

Next to iron, copper is the most useful of metals. // is 
found both in its pure state and in combination with other 
minerals. Numerous coppermines exist in Europe, the more 
important being in Spain and Germany; but the discovery of 
rich deposits in other parts of the world has almost entirely 
changed the source of supply. The richest and most pro- 
ductive mines in the \ United States are in Montana and 
Michigan. 

Copper exceeds all other metals in electric conductivity, 
and therefore enormous quantities are used for electrical 
purposes, which has stimulated its production. Copper is 
used for covering roofs, and for other domestic purposes. // 



138 Doubi/e Length Phrases. 

is alloyed with gold and silver, also for making brass, which 
is the most extensively used alloy. It is likewise an element 
in bronze, bell-metal, and many other compositions. 

Valuable substances are obtained from copper by chemi- 
cal operations, among others verdigris, Paris green, blue 
vitriol, and various coloring materials. Copper paint, owing 
to its cheapness, is used on the bottoms of vessels. 



Lessons in Munson Phonography. 139 



LESSON XXVII. 

INITIAL HOOK PHRASES. 

L HOOK PHRASES. 

27J* — The / hook is used for all and will. The hook 
when used for all is usually found on prepositions; for will, 
on personal pronouns. By all \_, they will Q 

272* — The hooks used in this manner are usually found at 
the beginning of a phrase, and the next two or three words 
in the sentence are nearly always joined on. Probably it 
will is the most common of these phrases, and the number of 
words that can be joined on after it is something surprising. 
It will he seen --P- 

R HOOK PHRASES. 

273* — The r hook is used to indicate are, our or or. The 
hook is used for are chiefly on pronouns; for our or or with 
prepositions. Or should always be represented by the hook, 
except where the stem is absolutely necessary. They are (, 
at our house \-^ , on or about ._ ( ^ k _. 

W AND Y HOOK PHRASES. 

274* — The w hook on straight stems is used to indicate 
we after the word represented by the stem. The y hook, 
concerning which it was said in Lesson VIII that its use 
would be explained later, is used to indicate you ox your after 
the word represented by the stem. Can we __^___, do you ^ 



140 Initial Hook Phrases. 

275* — These hooks generally occur at the beginning of 
phrase outlines, and are used mostly in questions. Their use 
Joes away with the necessity of putting a brief sign at the 
end of the stem; thus leaving the end of the stem free for the 
joining of the next word. Can we find a?iy thing more C— v—^r^ , 
do you recollect anything about it __ r \/7^^\__ 

276* — Some phonographers do not use these hooks ex- 
tensively, preferring to use the brief w and y. The student 
in transcribing the writing exercise on page 147 may use 
either hooks or brief signs. In some of the longer phrases, 
if the hooks are not used, the phrases as printed may have to 
be written with two outlines. 

277* — The w hook in connection with a final s circle is 
used in forming the following '-was" phrases: // was, which 
was ', each was and where was. In connection with the n hook, 
the following "one" phrases: By one, but one, at one, had one, 
which one and each one. Also Twns for at once. 

INITIAL HOOK PHRASES PRACTICAL. 

278* — In this connection is a most excellent opportunity 
to explain to the pupil that the best reporters do not put a 
word upon paper as soon as it is heard, but follow several 
words behind the speaker. This plan enables the reporter to 
catch the speaker's meaning better, and also gives him time 
to decide about the formation of phrases and other details 
connected with the shorthand. With half a dozen words in 
his mind at once, it is not such an awkward thing as it seems 
for a stenographer to start a phrase outline with the second 
word in the phrase, as is done in the initial hook phrases. 

THE IN CURL. 

279. — The in curl is used for in before the word some, 
with some in its regular position. The curl and the s circle 
may be used for in his on stems before which the N stem with 
a final i" circle would make a bad joining. In some manner 
in his letter /^ 



Lessons in Munson Phonography. 



141 



READING EXERCISE. 



1 
2 



\ 






C 9 



c^ 



f-v* 



9 



<T 






.0 



».jl.. 



"=>.--(?- 



_/._ , J__._.?v 



-) 



\ 1 






■rC-^--<—X: 



I 



T 



5 



*t 



.±Jl 



'L <^ 



■r- 



^2. 



"1 



O' 



c/^ 



■</- 



_s_s_£_L 




-X,- 



«£ 



r 



\ 



10- 

11 

12... 

13 
Id 



^S^J) 



"Ao 






( 



P 

r -r 



f-/-^ 



.\..v-^/--- 



-i— V-s 




__v_i?— 



k 



142. Initial Hook Phrases. 

WRITING EXERCISE. 

It all, which all, could all, if all, should all, may all, in 
all, among all, these all, was all, are all, were all, why all, 
above all, by all means, in all probability, in all such, in all 
these cases, in all those, on all occasions, on all sides, on all 
subjects, on all such, among all their, on all their, in all their, 
for all their, among all the, on all the, in all the, for all the, 
she will, it will be said, it will be likely, it will be sure, it 
will be certain, it will be seen, it will give, it will make, it 
will become, that will be necessary, that will be required, 
they will remain, which will hinder, which will never, which 
will never be done, which will come, which will go, which 
will require, which will seem, which will make no difference, 
that will be, they will be, they will do, where will they, where 
will these, which are these, we are glad, you are able to, you 
are aware, you are satisfied, you are said, you are supposed, 
you are sure, you are very sure, which are necessary, which 
are likely, which are believed, which are inclosed, which are 
included, which are omitted, which are ready, they are able 
to, they are pleased, they are probably, at our house, at our 
risk, at our suggestion, by our letter, by our means, on our 
part, in our examination, but we must, but we may be, but 
we believe, but we can, but we claim, but we said, did 
we say, but we think, had we gone, had we claimed, had 
we done, had we placed, do we get, do we make, which we 
make, which we say, can we place any reliance, can we fix, 
can we induce you, are we becoming, are we prepared, were 
we inclined, are you able to, are you sure, are you certain, 
are you positive, are you accustomed, are you aware, by your 
letter, by your request, but you may be, can you fix, can you 
name, can you tell me how much, can you be, can you place, 
can you take any, can you inform, did you ask, it was done, it 
was said, it was afterward, it was found, it was never, it was 
not, it was nothing, it was understood, which was not, which 
was only, where was this, at one time, in his letter. 



Lessons in Munson Phonography. 143 

the poetry of words. 

Language is fossil poetry; in other words, | we are not to 
look for the poetry which a people may possess only in its 
poems, traditions, and beliefs. Many a single word is a con- 
centrated poem, having stores of poetical thought and 
imagery laid up in it. Examine it and it will be found to rest 
on some deep analogy of things natural and things spiritual. 

He who spoke first of a "dilapidated" fortune, what an 
image must have risen up before his mind's eye of some falling 
house or palace! 

Men had long gazed at the jagged and indented moun- 
tain ridges of Spain before one called them "sierras" or 
"saws;" but that name coined his imagination into a word 
which will endure as long as the everlasting hills which he 
named. 

We all know that the word "tribulation" means "afflic- 
tion;" but it is worth our while to know how it means this. // 
is derived from the Latin "tribulum," which was the threshing 
instrument whereby the Roman husbandman separated the 
com from the husks; and "tribulatio" was the act of this 
separation. But some old Latin writer appropriated the word 
for the setting forth of a higher truth; and sorrow, distress, 
and adversity being the appointed means for the separating 
in men of their chaE from their wheat, he called these sorrows 
and griefs "tribulations." 



144 Final Hooks. 



LESSON XXVIII 

FINAL HOOKS. 

V HOOK PHRASES. 

280* — The v hook is used for of and have, on both straight 
and curved stems. On curved stems the hook is large, re- 
sembling a shun hook. The hook is not generally used on 
curved stems for of. The tick is never used for of, nor the 
stem V for have, when a v hook can be used. Out of _[___ , 
may have ^ 

"OF HIS," etc. 

28 J# — A "circle" word following <?/or have, may be writ- 
ten inside the hook. Back of his \ °> , shall have his <^J 

"OF THE," ETC 

282* — A "t" word following of or have, may be indicated 
by halving in connection with the v hook. Part of the \ on 
the top of the H^ 

"OF THEIR," ETC. 

283# — There or their following of or have may be indicat- 
ed by doubling, in connection with the v hook. Outside of their 
, may have their ^ — ^ 

"AFTER." 

284* — After is also indicated by the v hook and doub- 
ling. Day after day _ I . 



iyessons in munson phonography. 145 

"have" and "ever." 

285. — The v hook is used for the suffix ever, but not for 
the word ever. The word ever, when phrased, always takes 
the stem V. Did you have - c \ J - ) did you ever _.C| 

"INSTEAD OF." 

286. — Instead <?/takes a v hook on the "Ted," for the 
sake of convenience. Instead of being --^\^— 

N HOOK PHRASES. 

287* — The n hook is used for an-d, own, been and tha?i. 
The final n curl may be used after circles and loops for 
than, in, an, and, been. 

"AN-D." 

288* — Generally it is preferable not to use the hook for 
an-d, unless the next word can be joined on. Up and dow?i_\_ 

"OWN." 

289. — The hook is used for own after personal pronouns. 
The phrase my own takes two stems, to be distinguished from 
mine. Her own "^ 

"BEEN." 

290* — The n hook is used for been mostly after have, 
either on the stem V or inside the large v hook on a curved 
stem. Have been ^> , should have been --&)--- 

"THAN." 

29J* — The word before than is almost invariably an ad- 
jective or an adverb in the comparative degree, and the hook 
for than is always perfectly legible on these outlines. Higher 
than _._Ji?__ 

"NOT." 

292, — The n hook in connection with halving is used for 
not. But not \>, may not ^ 



146 FiNAiy Hooks. 



"ANOTHER. 



293» — The n hook in connection with doubling is used 



for another. At another 



with another - 



t 



TER HOOK PHRASES. 



294» — The ter hook is used for there, their, they are and 
other. Other always takes the second place light dash. Up 
there \,, but they are \, at other _Jj _ 

295* — The s circle may go inside the ter hook to add a 
"circle" word. The n hook can be written inside the ter 
hook to add own, been and than. But there is ^, had there been 
J , rather than _ ^^ , by their own _ j5> __ 



Lessons in Munson Phonography. 



147 



READING EXERCISE. 



t \ I / 



"/- 



I. 



-V 



I 



f 



c r J / , 



3. 



J ^ 




rv— •* 



^i^-~- 



---^-e-<- 



<r^> 



<=~p 



-W 









6_\ 



fo 






„_v__^___ 



z 7 



\ 



i 



r 9 



x» 



Y3 



sjLL-4._J.__j__._Z J^ 



% J" 



._v__i__.v_._ 



9 -</./._ 
10. _T^ 



7 



■/■-■-v — 






^«_>_ 



*«__ _\ J. 






is o?Xi 

14 



--D-vH-i— • 

— V-n r -- , - x -^-V- 



_v? 







<=' n 



--V-/-V- 




148 Finai, Hooks. 

WRITING EXERCISE. 

Day of, city of, lack of, system of, knowledge of, on the 
subject of, each of them, each of which, much of which, reach 
of, take charge of, take care of, did you have, can have no, 
since they have, but we have no objections, that have ever, 
that riave known, that have now, may have been there, may 
have done so, they have done, may have said, as we have, 
as we have never, they have not done so, which have been, 
which have anything, which have become, which he may 
have, can have their, can have the, great deal of their, great 
deal of the, much of their, much of the, part of their, part of 
the, take charge of their, take charge of the, outside of their, 
outside of the, back of their, back of the, may have their, 
may have the, did you ever, did you have, all our own, it is 
your own, on your own part, all have been, since they have 
been, lower than, abler than, drier than, fuller than, cheaper 
than, heavier than, darker than, simpler than, tighter than, 
looser than, plainer than, but not this, do not know, do 
not think, do not understand, did not do, did not understand, 
did not know anything about it, had not been, had not known, 
had not understood, can not find, can not find any such thing, 
can not undertake, can not express, can not insure, it may 
not be, it can not be done, it will not be done, it will not do, 
it may not have been, but another, do another, did another, 
give another, could another, shall another, should another, 
on another, that another, yet another, at another time, by 
another one, for another purpose, if another man, on an- 
other occasion, but their, up there, gave there, give their, 
which their, are there many, were there many such cases, but 
there is nothing, can there be, at other times, but there is, 
by their own, at their own, but there is, which there is. 

SUCCESS AND HOW TO ATTAIN IT. 

It is said | there is no greater problem confronting the 
young man I at the threshold of life, than the problem of suc- 
cess and how to attain it. 



Lessons in Munson Phonography. 149 

Some of the greatest philosophers, statesmen, and men 
of prominence in every walk of life, have dwelt on this sub- 
ject from their own standpoint, and yet after all that may have 
been said, the question of success and its attainment lies en- 
tirely with the individual himself. There are certain funda- 
mental principles which characterize a man's life, which, if 
thoroughly inculcated in his every aim, win success. No man 
has ever taken these steps, determined to live up to the full 
measure of the meaning of these that did not succeed. His 
success may not have been a financial success, because financial 
success is not always success /# this world, | but he has succeed- 
ed, and the measure of his success can only be determined in 
eternity. 



150 Breves. 



LESSON XXIX. 

BREVES. 

296* — I when not phrased is indicated by roid*, first po- 
sition. It is phrased initially, medially and finally, written 
either roid or choid, and does not govern position, except in 

phrases composed entirely of breves. I can '__ "__, I gave L , 

I am -™-> I know /v_>>, I shall J __ , am I not ,_^CT„, as 
I -".-■> I will .~~> I will have _*__, I will not __^_, I have __f m _. 

OF. 

297. — Of standing alone is indicated by roid, second posi- 
tion. It is phrased initially, medially and finally, written 
roid or choid, and does not govern position, except in phrases 
composed entirely of breves. Of my „^Tl_, of no import- 
ance S^Z^lj> place of *\> ,, of all t ^__, of all their _ 

A-N-D. 

298. — The a-n-d breve is used only in phrases, initially, 
medially and finally, indicated by poid, made downward or 
upward, and does not govern position. A few — \-_~, in a mo- 
ment , and as _*__ , as a __*__ , and is --«--, is a --^--, 

and I _*__, and I will _^ , and as I __*__, and as I have __*_, and 
as the _ _^_ , is it a --#--, and as it is a *-, and as there is a &• 

This breve is used, disjoined, instead of the ing dot for 
-ing a-n-d. Placing a \^ 

THE. 

299. — The the breve, written roid or choid, is used only in 
phrases, medially and finally. It is used when it is more con- 

*The breves are named by adding oid to the consonant 
which the breve most nearly resembles; as, \ poid, o 
noid. 



IyKSSONS IN MUNSON PHONOGRAPHY. 151 

venient than halving or the small loop (^ 260). After 
the v , faced the \^ , not the ^ 

This breve is used, disjoined, instead of the ing dot for 
-ing the- Making the ,-> / 

HE. 

300* — He standing alone is indicated by toid, second posi- 
tion. It is phrased initially, medially and finally, being writ- 
ten toid or koid, and does not govern position, except in the 
phrases he would, he the, he said, he has begun, and before S 

and Z. He can ' , he did --1— , he knew _\ and he ^ , 
- f^_^- 

he was ~\~ 

HIM. 

30 J ♦ — Him standing alone is indicated by doid, second 
position. It is phrased medially and finally, being written 
doid or goid. In some cases the stem H is preferred to the 
breve, but the stem should not be used finally for him, to 

avoid conflict with me. Upon him . , find him ^ , of 

y 

him , saw him there x 



HOW. 

302, — How standing alone is indicated by toid, first posi- 
tion. It is phrased initially and medially, being written toid 
or koid, and does not govern position, but is not joined 
initially in a phrase that would bring it down to or below the 
line. The stem H may be used, instead of the breve, alone 
or phrased medially. How far ^ , for how many -A^_^____, 
for how long .S^r^^y- 

HAVE. 

303* — Have standing alone is indicated by joid, first posi- 
tion. It is phrased initially, medially and finally, and does 
not govern position, except in phrases composed entirely of 
breves. Stem V is used in such phrases as have, not, have an- 
other, etc. Roidis used, instead of joid, in the phrases have the, 



152 Breves. 

have a, have an, have we, have you, have your, have us, and 
have not Have been S^-, does have J,_ , have not *~ 

WHO-M. 

304* — Who-m standing alone are indicated by joid, third 
position. The breve is phrased initially, medially and finally 
and governs position. Who maybe " / - = S^"", to whom-—)—, who 

will , who will not —?>--, who are --?—, who are not -$--, and 

who ->--. For the sake of legibility of whom is written 

WITHOUT. 

305. — Without standing alone is indicated by thoid, first 
position. It is phrased initially, and governs position. With- 
out which f 

WHEN. 

306* — When standing alone is indicated by thoid, second 
position. It is phrased initially, and governs position. It is 
written soid before K, G, S, Z, R, R, W, koid and roid. When 
it is "T""j when were ^- 

WITH. 

307* — With standing alone is indicated by thoid, third 
position. It is phrased initially, and governs position. The 
stem DH is used in the phrases with all, with all their, with 
there, with reference, etc. With advantage ~~~f , with re- 
regard -(--^T— 

WHAT. 

308^ — What standing alone is indicated by soid, first posi- 
tion. It is phrased initially (governing position) only, except 
in the phrases at what, to what, of what, and with what (writ- 
ten — ? — ). What can is not phrased, to avoid conflict with 
we can. What will written with the w hook on Z,. and what 
else with the w hook and final s circle on L. What for \^ _> 
to what — j-- 



WESSONS IN MUNSON PHONOGRAPHY. 153 

WOULD. 

309. — Would standing alone is indicated by soid, third 
position. It is phrased initially (governing position), me- 
dially and finally. In the phrases when would, where would, 
that would, they would and there would use thoid instead of soid. 
Before M, H, Z,,and in would not and would there the stem W 
is used; but W must not be phrased medially or finally for 
would. Would give — - ^ , it would be — 1-- ~=, how would _\_ , 

he would ±, I would s (to contrast with of what), would 

make -~~\zz , where would ^c 

WE. 

3J0. — We standing alone should be written W, third posi- 
tion. In phrases it is written thoid or soid, initially (not gov- 
erning position), medially and finally. Before M and H the 
stem W is used. We will is written with the w hook on L. 
We feel — A-- — , we may --^V^"> if we ia ^ e — *<r > we 

would _, would we _-_, we will be ~(j\ — 

YOU-R. 

3JJ # — You standing alone is indicated by moid or noid, 
third position. Your standing alone is written Y, third posi- 
tion. Either moid or noid can be phrased initially (not gov- 
erning position), medially and finally, for you or your. The 
stem Y is used in the phrases you are, you have and you? own. 
You know , in your _ _., you are —f^ — 

ENLARGED SEMICIRCLE BREVES. 

3J2. — You-r may be phrased after the words indicated by 
thoid and soid by enlarging the breve. Would may be added 
by enlarging moid and noid. What you say £ , you would 
be -y\- 



154 l,esso:ns in Munson Phonography. 

AWAY, WAY. 

3J3. — Way and away may be indicated in the middle or 
at the end of phrases by thoid or soid. In some way ^-^, in 
this way ^\ 

STRAIGHT BREVES IN PROXIMITY. 

3J4 # — The con dot may be replaced by paid for a-n-dcon-, 
roid for / or of con, choid for the con-, and koid or toid for he 
con-. And commence „ , I contend < , of constant $ , the 
conclusion - yv -, he complains 1. 

"PROXIMITY" FOR OF. 

3J5. — Q/"is frequently omitted altogether. Occasionally 
it is convenient to indicate it by proximity; that is, writing 
the two outlines between which <?/* occurs very close together. 
Or, if preferred, proximity may be used to indicate of the. 
End of this •—(.--, date of the bill -- L V— 

FOURTH POSITION. 

3 J 6. — To and too are frequently indicated by what is known 
as ' 'fourth position;" that is writing the outline of the word 
after to or too entirely below the line. Only upright, full 
length strokes should be written in fourth position, and, more 
particularly, outlines which would be read in any position. 
Fourth position is most convenient after an outline ending 
below the line. Fourth position outlines are usually infini- 
tives. To be~~\ , to dismiss J^> , too much "*/>' 

"FROM" AND "TO" OMITTED. 

3 \ 7* — From and to in connection with a repeated word 
are indicated by writing the outlines of the repeated word 
joined or in proximity. From year to year __T___, from day 

to day II 



Breves. 155 

READING EXERCISE. 

o 
it— yr«v 



-*--V -W^- A 



& -/. Ao / 2rri>/ ^17^> cT~n^ -\j </ 07 cy\ c/u oo — 



5_L_..__V„__|^_____k 1 _____^_ 1 ._.__.-£ ^,_„_.*______j^ 



^ — y___^. _ r _. 



9 ) 



FT"" 

-j>~^~-— a^— X- - ? — -s-— 5— 3 — -3 $ b— 5--- ~t- 

iJLs_.r....L..L„-v....^.....^...l _i_._i_.i_j_ 



I» c , ^ 



ir"~ Si' 



_^_ |.._. ..J... 

____>' __T */«■ $-—11 



156 Breves. 

WRITING EXERCISE. 

I am glad, I am never, I am not in the habit, I am very 
sorry, I am surprised, I believe there was, I cannot say any- 
thing, I decline to say, I mean to say, I do not intend, I do 
not think there is, I do not know anything about it, I have 
known, I have never been, I have no doubt, I may be able to, 
I may have been, I need not say, I suppose there is, if 
I may be, for I am, for I have, that I have, if I have, though 
I have, of some kind, of this matter, of no account, of course 
there is, of your opinion, of all such, of all those, of all these, 
form of a, dispose of, increase of, and which has been, an of- 
fer, a very great, a protest, a list, and claimed, an impression, 
force a, gives a, before and after, and as he must, and I think, 
and as I do not, that is a, and as I have no means, and as it is 
not necessary, and as there is no, losing a, going and, setting 
an, opening and, proving a, opened the, bent the, attend the, 
don't the, joined the, select the, render the, entertain the, 
complete the, explained the, placed the, examined the, 
against the, gaining the, retaining the, lifting the, securing 
the, extending the, urging the, he might, he placed, he in- 
tended, he said, he has begun, deprive him, appoint him, urge 
him, count him, through him, over him, how often, how many, 
how little, how high, how wide, how thick, how deep, how 
dark, how few, how do you know, how can you tell, how does 
this, how can this be, have gone, have caused, have remained, 
have all, have our, have I, have his, have the, have a, have 
we, have you, have us, who can, who must be, who is not, 
about whom, in whom, who are expected, between whom, 
upon whom, with this, with such, with them, with that, what 
sort, what do you, what did you, of what, that is your, what 
all, what else, would keep, would remain, that would, they 
would, these would be, I would do so, there would be, when 
you do, what you demand, you would never, and considering 
the, I continue, of considerable, the commencement, he com- 
promised. 



Wessons in Munson Phonography. 157 

CAUTIONS. 

3J8. — When are must be written by a stem sign at the 
end of a phrase, the stroke R is used to distinguish it from 
were. There are ___(__., there were Cx" 

3J9. — That is always half length in the middle or at the 
end of a phrase, to be distinguished from them. Take that 

-4- 

320. — Time is always written in full, except in at all times 
and at the time, and where the t can be indicated by halving. 
At this time J , at all times C-t, , at the same time ^"^ , 



at the time ^^ 

321. — Mr. when joined to the following word, especially 
a proper name, does not govern position. Mr. Smith ~£>^J~ 

322. — Tar is written with the R hook in the phrases how 
far and so far. In every other case the R stem must be used. 

323. — Could, did and should should not be joined to the 
preceding word, but they may be used at the beginning of a 
phrase. Some writers, however, phrase these words, making 
them half length, to distinguish them from can, do and 
shall. It can be -— I *. it could be — I 



324. — Could not is never phrased to the preceding word, 
yielding to cannot. 

325. — Shall not and should not are written SH-Nt, when 
the next word can be joined on. Shall not be done 



-s 



326. — At least is distinguished from at last by changing 
the L to L. 

327. — Can't, couldn't, shan't, shouldn't, wouldn't, won't, 
didn't, etc., and the corresponding full forms, are usually 
written alike. But where it is necessary to make a distinc- 
tion, can not, etc., are separated. 

328. — Part is generally written Prt in phrasing. On my 
part _y^Zf^__ 



158 Tick and Brief Sign Phrases. 

329. — See is always vocalized in phrasing, to be distin- 
guished from say and so. Did you say anything — *1 , did 



you see anything 

330. — Else takes L in phrasing, to be distinguished from 
less. Anything else^'-^^f'" 

33 J* — Purpose is written simply P in phrasing. For this 
purpose „\ 



332» — Half length V for of the, the old form, is some- 
times used now, where it seems specially convenient. On 
account of the .Jtmilb". 

333* — Or is sometimes written R, usually after a down 
stroke. Day or two ago \/\ 



Lessons in Munson Phonography. 159 

SPECIAL PHRASES. 

334* — The student who has learned the rules of phrasing 
given in this book, will easily remember the phrases given in 
the exercises and will be able to invent many others in the 
course of his practice. Practical reporters, however, have 
adopted still other phrases, which are more arbitrary and dif- 
ficult to learn, but their usefulness more than repays the 
effort made to learn them. The list upon the following pages 
is given for the benefit of the pupil. 

335* — The word signs and phrases given in this book will 
be useful to every reporter, but they will hardly answer all 
the requirements of his work. With those already given as 
a guide, he will invent such others as are made necessary by 
the peculiar necessities of his work. 



160 Special Phrases. 

SPECIAL PHRASES. 



According to Baptist Church -.— _ .7-~ 

According to a Bear in mind _^__Y 

According to the .____"_ Before or after .__ \sC__ 

According to your Before or since , 

According- to that Best of my belief __^T\___ 

According to agreement. __'f^_ Best of my knowledge. . .._ N ^€^^_ 

L 

At first Bill of lading- — Vl — 

At any rate .- Bill of sale 



p p 

At all events Can you state _. 

Absolutely necessary... ° Constitution of the U. S 



Act of Congress Could you state 

Again and again — ^ra—,-.. Court of Justice „ -__ 

I 
Anybody else — ~ Cross examination c—V^— 

Anything else ~ >»_^w — Day or two ago __l/lL_. 

Anything less .^^^J^.-.Da.y time U-^„_ 

As a matter of course rT7Tr__„Do you remember U-^ _. 

As a matter of fact .JCZZ^-— During the time 

As far as you can -"^Y — Eastern States 

As far as you may be-~r^_-^_ Eight or ten ._>. 1/J 

able to ^^~\ jf 1 

As far as they ___^ Everlasting life. _ x/_L. 

f^ ^ C 

At the last moment ..Every one >^>_ 

At your place of business,,- _v Fellow citizens , 



%^Z 



--t 



I^KSSONS IN MUNSON PHONOGRAPHY. 161 

First place V^, In consequence 

First rate .___V^___.Infull 

First time -..^ In like manner 

For ever and ever _v, In most cases 

For the first time __a_ In order that 

For the last time _W^?U^___In point of fact 

For the purpose of l In some of the __'<r-^. 

For this purpose X — Instead of the ..J^rr^. 

Gentlemen of the jury. . -//, — In the first instance - 

Great Britain and Ireland -c-^v^— ^ n the first place __^__J 

Great majority of cases .p^ In the next place 

Greater or less _<— > In reply to your favor. 

Habeas corpus ______\ _In reply to your letter. 



Half an hour __j^_. In response to — ^o- 

Honorable Gentleman . In respect to — ^p- 



House of Commons In receipt of your favor — CL o- 

House of God In reg-ard to 

House of Representatives It must not be 



<^-J~ 



How do you remember U-.__It has been said 

How far It is therefore __.L_-|. 

How long- have you been. i > T\ __.It may as well ..L^:.. 

In consideration X It is well known 



162 



Special Phrases. 



It must be 

Just as good as 

Just as much as 

Just as soon as 

Just as well as 

Toadies and g-entlemen. . 

Last night 

Last past 

Last week 

Last will and testament 

Less than 

Little else 

Little less 

Little while ago 

Long after that - 

May as well 

Mean to be understood 

Member of Congress 

Member of the legislature. 
Meth't Episcopal Church. 

More and more _ 

More or less 



More than any other . <■ 



._£__. 



-x 



a- 

rs, 



.£... 



— Y 






. Mr. Chairman 

.Mr. President 

Most important 

Most likely 

. Most of the time. . . 

. Much more than. . . 

-Must also 

. Must always be. . . . 

. Must be able to -- '""V— 

. Must be made — ^~ev 

Must do something .s-** 

Must have been __/-—*_-_ 

Must know .-s-x^_s- 

- . Must make 

-Must not 

-Must say 

_ Must see 

__ Next thing 

_ No, sir 

.North America. . . 
_ Northern States. . 



^~ir 



. . . — p 



Lessons in Munson Phonography. 163 

Notwithstanding the fact- ---^.-President of the U. S -~f— - 

Now and then v Prorata .JN^lJ--- 



One or two ^ --Real estate 

On my own part Right and wrong 

On my part Right or wrong 

On one or two occasions. r~^^^__ Said and done J 

On our account Said or done U^J 

On the contrary Secretary of State o-p 

On the other hand 7 Secretary of the Treasury ^ 

On the other side of the_.7- Seems to have been* 

case V, ^ 

Once in awhile _7^~jry__ Set forth __U4__- 



Once or twice ___V So far as it is 

One or more __7\jr-N _. So as to be oL — 

Over and above __„\ So far as I am concerned ._J 

Party of the first part ^ So long ago s-^— — 

Party of the second part. -.53^ So to speak — <X- 

Peculiar circumstances of __\ Some one <r~> — 

the case L-o 

Per annum _\/__„_- Some one or other 



Percent _\x^l__ Stand still <!___ 

Point of view ^ Such as we have JL 

Postal card __ s >^_ Such as we were ...aC—-^- 

Presbyterian Church. ..... _%> Than there was _A* 



164 Special Phrases. 



-1- 



A 



That has ever been \^— — What of that. 

That is all ___^____ What of the. 

That was all. — -V-— What were you 

This morning ~C^z Where there has been . ^--\ — 

To a certain extent __ i^_ Where was your place of -<^T__ 



To all intents Whether or not. 



business \ 

\ 

To sell I Whether you are ____lS. 

Under the circumstances _ ^ -f____With all that ft—. 

Under all the circum- ^ ^ __ _ With reference to ___//>_„ 

stances of the case. . . <j 



Upon the part of the \> With regard to __//"___ 

Up to the time __\ With relation to --(? 

Very great extent --^f With respect to —{/— 

Very seldom .-.V — Will you look 

Vice versa -~\--/VYear and a half 



tr 

Viva voce ____!T^— .Year or two ___^/1.... 

Vice President ~-^y> Years and years dtp—- - 

Was or was not. __5 Years of age , yn___ 



Ways and means _..TV^ __. Years old — -xr_ — 

Week or ten days -/]-Ye& or no _£/_ — 

What are you You must bear in mind. . ry^o^y^ 

What did you Young man — _T? __. 

What of it Young men C~^... 



IvESSONS IN MUNSON PHONOGRAPHY. 165 

COURT REPORTING. 

336* — Court Reporting is generally considered the high- 
est form of shorthand writing, on account of the difficulty of 
the work and because it requires the highest rates of speed. 
It also requires considerable knowledge of the law. The 
student who is ambitious to become a court reporter will have 
to begin his work as a stenographer in some other line, 
preferably in a lawyer's office, and devote his spare time to 
speed practice and posting himself in legal matters. In order 
to give the student some insight into court work, the follow- 
ing sketch is given of the proceedings in a trial. 

"PARTIES." 

337* — The person bringing a suit against another person 
is called the plaintiff, and the person against whom the suit 
is brought is called the defendant. Frequently there are more 
than one person on either side. The plaintiff and defendant 
are referred to collectively as the parties to the suit. In a 
criminal case, the prisoner is referred to either as the defend- 
ant or the prisoner. 

PROCEDURE. 

338* — A case being called, the method of procedure is as 
follows: ist, the jury is impaneled; 2d, plaintiff's counsel 
makes a statement of his side of the case; 3d, plaintiff's wit- 
nesses are produced and examined; 4th, defendant's counsel 
makes a statement of his side of the case. 5th, defendant's 
witnesses are produced and examined; 6th, additional testi- 
mony in behalf of plaintiff; 7th, additional testimony in be- 
half of defendant; 8th, argument before the jury by defend- 
ant's counsel; 9th, argument by plaintiff's counsel; 10th, 
judge's charge to the jury; nth, the verdict; 12th, notice of 
appeal, new motions, etc., if any are made. 

EXAMINATION OF WITNESSES. 

339, — In the examination of the witnesses, the following 
is the order of procedure: ist, the witness is sworn by the 



166 Court Reporting. 

clerk of the court; 2d, the attorney for the side producing him 
asks him his name, residence, occupation, and what he knows 
about the case on trial — which is called the direct examina- 
tion; 3d, the attorney for the other side examines the witness, 
which is called the cross-examination; 4th, the witness may 
be further examined by the side calling him, which is called 
re-direct examination; 5th, the opposing attorney may be al- 
lowed to examine the witness again, which is called re-cross 
examination. While the witness is being sworn, the reporter 
writes the name in longhand, followed in shorthand by "di- 
rect examination by Mr. ." 

METHOD OF INDICATING QUESTION AND ANSWER. 

340. — The paper used by court reporters generally has a 
line ruled down each page about an inch from the left hand 
margin, and sometimes there is another line about two inches 
from the margin. These lines enable the reporter to indicate 
questions and answers without writing the words question and 
answer. All questions are started at the line one inch from 
the margin; and if the question extends beyond one line of 
writing, each subsequent line is started at the first marginal 
line. If the question is short, the answer may be begun on 
the same horizonal line, about an inch beyond where the 
question ends. Generally, however, the answer is started on 
the line of writing below the question and at the second 
marginal line above referred to. In long answers the suc- 
ceeding lines of writing do not extend to the left of the second 
marginal line. 

34J. — A narrow page is preferable for court reporting, on 
account of the great number of short questions and answers, 
and also because greater speed can be attained with short 
lines of writing. 

THE MARGINAL SPACE. 

342. — In the blank space down the left-hand side of the 
page are written the names of the attorneys who conduct the 



IyESSONS IN MUNSON PHONOGRAPHY. 167 

examination of the witnesses, or who interrupt the examina- 
tion with objections or questions addressed to the court. 
Whenever the judge speaks, the outline for judge or for 
court is written in this marginal space. 

When an objection is made, the reporter writes B-T in 
this marginal space, followed by the attorney's name and the 
substance of his objection — though sometimes this last may 
be omitted. The action of the court is indicated by "objec- 
tion sustained" or "overruled," followed by "exception," if 
one is taken. By the aid of this marginal space the reporter 
is able to find quickly any point in his notes to which it may be 
necessary to refer. 

Court reporters are constantly called upon to read por- 
tions of their notes in court when discussions arise as to what 
has been said, and they must be prepared to read both ac- 
curately and rapidly. 

REPORTER USES BOTH EYES AND EARS. 

343* — Notes must also be made of the actions of the 
counsel and witnesses in the exhibition, inspection and man- 
ipulation of papers, books, samples, machines, and various 
other articles. 

THE REPORTING "STYLE." 

344* — The shorthand notes of court reporters are dis- 
tinguished from the writing of reporters in other work by the 
use of every possible speed expedient. The principal speed 
expedients are phrasing and omission of words. Court re- 
porting admits of more and longer phrases than any other 
shorthand work, on account of the colloquial language so 
largely used. Further, the same words and the same expres- 
sions recur so frequently that many such words as of, the, a, 
to and of the, of a, to the, etc., can be omitted in certain con- 
nections. Reporters also invent many word signs which are 
specially adapted to their work. 



168 Court Reporting. 

verbatim reporting, 

345. — The language of witnesses is always taken verba- 
tim, with mispronunciations, grammatical errors, etc., indicat- 
ed as closely as possible, that the record may represent wit- 
nesses faithfully. Frequently, merely the substance of the 
remarks made by the judge and the attorneys is noted, but it 
requires experience to know when to do so; the beginner 
would better report as nearly verbatim as possible. Legal 
references made by the attorneys (to volume and page num- 
bers) should be accurately noted, and often it is well to give 
the opening and closing words of the reference. 

346* — The stenographer who aspires to be a court re- 
porter must first learn the phrases and short outlines used in 
ccurt work; second, practice most diligently for speed in 
writing, and just as diligently (if not more so) for rapidity and 
accuracy in reading his notes; third, practice sermon, lecture 
and general reporting, to overcome the nervousness that 
usually attends an appearance in public; fourth, study of and 
practice in transcribing court notes; fifth, study of legal 
papers and legal matters in general. 

TECHNICAL AND GENERAL REPORTING — AMANUENSIS WORK. 

347* — There are other lines of shorthand work that are 
just as difficult as court reporting, though not always requir- 
ing such high speed. Under the head of general reporting 
are legislative, convention and lecture reporting. Each of 
these requires a perfect command of short hand, absolute 
self-control on the part of the reporter, and considerable ex- 
perience and knowledge of men and affiairs. Under the head 
of technical reporting comes the reporting of scientific lectures 
and the reports of meetings of scientific bodies. This work 
requires a thorough knowledge of the subjects discussed, and 
experts in such lines have always been few and in great de- 
mand. There is also a demand for court reporters who are 
experts in some other line; especially to be named in this 
connection are the medico-legal reporters. Under the head 



Lessons in Munson Phonography. 169 

of amanuensis work is to be mentioned first the labor of 
assisting an author in preparing the manuscript for a book. 
This work does not require great speed, but it often requires 
a knowledge of the subject discussed in the book and the 
ability to help the author express his thoughts in the best 
English. 

348* — Commercial stenographers should not suppose 
that there is an abyss between themselves and the pro- 
fessional writers above mentioned. Even the lowliest 
office stenographer can do successful work, and win the es- 
teem of his employer, only by combining with speed and 
accuracy in shorthand and typewriting work general efficiency, 
utility and reliability in all emergencies that rise in the 
office. 



170 Reading Notes. 

GENERAL OBSERVATIONS ON READING NOTES. 

349» — In reading over shorthand notes, especially in 
reading aloud, the stenographer should keep glancing ahead 
to see what is coming. In this way he can keep in mind the 
general drift of the matter he is reading, and is more likely to 
catch the meaning of the more difficult outlines. 

350* — It is not wise to stop and study over a difficult 
outline. The whole sentence should be looked over, and in 
most cases the general sense of the sentence will show what 
the troublesome outline stands for. In those cases where the 
stenographer can discover the general meaning of an outline, 
and yet cannot exactly identify the word, a book of synonyms, 
or better still, a thesaurus will solve the problem. The 
thesaurus is a book in which words are grouped according to 
their meaning, synonyms and antonyms being arranged in 
parallel columns. An example from actual practice will show 
how it is used. A certain outline in the notes of a letter on 
steam boilers looked like K-Zs-Z, or K-Zs-M. After some 
study it was discovered that the outline was a synonym of the 
word large. On reference to the thesaurus, in the words in- 
dicating size, was found the word colossal, which was the 
word required. 

35J» — If an outline baffles the first few attempts to read 
it, the stenographer should then proceed on the supposition 
that the outline has been written incorrectly, and see what 
he can make out of the outline by supposing the position of 
the outline, the direction, shading or length of certain strokes, 
the direction of hooks, etc., to be changed. The attempt to 
discover such errors will be rendered much easier, when the 
stenographer knows what particular error he is most liable to 
make. All stenographers are liable to make errors under the 
excitement of rapid writing, but each stenographer is subject 
to particular errors, e. g. , in very rapid dictation some writers 
frequently make P for CH. 

352. — When all attempts to read an outline fail, some 
word must be inserted that will complete the sense of the 



L,KSSONS IN MUNSON PHONOGRAPHY. 171 

sentence and express the author's meaning. It is worse than 
folly to insert some word that seems to fit on an outline, 
without any reference to the meaning of the sentence. 

353* — As a general rule, an understanding of the subject 
upon which the dictator is speaking, strict attention to his 
words, and the exercise of the memory as far as it will go, will 
enable the stenographer to make out many outlines which 
would otherwise be hopeless. 

354, — When the stenographer loses any part of a dicta- 
tion, a blank space should be left, generally just long enough 
to accommodate the words lost. Frequently a fairly good 
transcript can be secured from notes with the omissions thus 
indicated, which would be impossible with the notes written 
solid. 

355* — The periods, especially if the stenographer uses 
the long lines, should be inserted freely, even where the 
transcript will take a colon or a semicolon. Too many 
periods are far preferable to too few. They help greatly in 
reading the notes. Commas are not usually indicated, but 
occasionally it is convenient to indicate a comma by writing 
the outlines that immediately precede and follow it a little 
farther apart than the regular spacing, 

356* — The student should not fall into the grievous error 
of supposing that all he has to do after going through the 
text-book is to practice for "speed." Continued practice may 
increase his manual dexterity, but in itself it cannot make 
him a stenographer. It is only by the most constant and 
thorough reading and study of the shorthand notes that the 
student will make any real progress. The student should 
spend as much time, hour for hour, in reading as he does in 
writing. This study gives the student not only readiness and 
accuracy in reading his notes, but shows him what errors in 
writing he is most liable to make. It is a most excellent 
idea in reading over shorthand notes to use ink, if the notes 
were written with a pencil (and vica versa), and correct all 
errors discovered in the notes, perfecting badly written 



172 Reading Notes. 

characters, and inserting the punctuation, The reading of 
notes a week or more old, studying the notes of other steno- 
graphers and the engraved notes in the shorthand magazines, 
is good practice, but nothing is better than reading notes 
when they are fresh, and correcting all the errors found. 

357* — Shorthand notes should not occupy the full width 
of a page in the note book; an ample margin should be left 
down each side of the page, the left hand margin preferably 
a little the wider. Keeping the notes in the center of the 
page secures an increase in the speed of writing, neater and 
more legible notes, and space in which to write any correc- 
tions or memoranda that may be necessary. 

358* — It is a most excellent idea to inclose in a ring any 
outline, just after it is written, which the stenographer knows 
to be badly or incorrectly written, or to which, for any rea- 
son, he may desire to have his special attention called when 
he comes to transcribe his notes. 

359. — The student is very apt to drop all vowels in his 
writing after he has learned the contractions and got into 
phrasing. But as practice brings him speed (so that he has 
time to vocalize), and experience shows him his error, he 
will begin to vocalize all proper names, scientific and unusual 
words, and finally will learn, almost by instinct, to vocalize a 
very common outline, when it comes in such a peculiar con- 
nection that it can be translated in more than one way. 

36(X — Stenographers in commercial lines cannot be too 
careful with outlines indicating quantity: par and bar, pints, 
points and pounds, and similar words, if confounded, might 
make serious trouble. 

36J* — Numbers are written in figures, except one and six 
— one would be mistaken for "which" and six for "those." 
Even hundreds, thousands, millions, etc., take a shorthand 
outline in the place of the final ciphers. Or between two 
numbers may be indicated by writing the second number in first 
position; to, by writing the second number in fourth position. 
It is a good plan to "echo" back figures as they are dictated. 



Lessons in Munson Phonography. 173 

GENERAL SUGGESTIONS. 

MATERIALS. 

362* — The pen is by far the best instrument with which 
to write shorthand, since, on account of its spring, it moves 
over the paper like a thing of life; whereas, the pencil 
possesses no elasticity. A gold pen is preferable to a steel 
pen, as it is smoother and is always in condition to be used. 
A smooth, medium pointed steel pen may be used, but a 
fresh pen should be taken after a few hours' work. A short 
nibbed pen is best for shorthand writing, with medium point 
and spring. The reporter will have no difficulty in finding at 
any stationer's a gold pen suited to his hand and style of 
writing. A gold pen set in a reversible holder makes a most 
excellent equipment. The holder should be as large as the 
writer can conveniently handle, as small holders tire the hand 
in continuous work. Only fluid ink should be used, as it does 
not clog the pen and will respond to the most rapid move- 
ment of the reporter. 

363. — If a pencil be used, care should be taken to select 
an article of good manufacture and medium hardness. There 
are several makes of stenographic pencils on the market which 
do satisfactory work. For shorthand writing the pencil should 
be sharpened at a much shorter bevel than for ordinary writ- 
ing. The stenographer should have half a dozen pencils 
sharpened and at hand ready for instant use as soon as the 
point of one pencil becomes broken or worn down. 

364* — Every stenographer should become accustomed to 
the use of both pen and pencil. While much better work can 
be done with the pen, there are some situations in which the 
use of a pencil is necessary. Fountain pens have been 
brought to such perfection now that many stenographers use 
them exclusively. They combine the excellent writing quali- 
ties of a gold pen with the convenience of a pencil. 

365. — Most reporters use note books, though the work of 
some reporters requires the use of separate sheets. Note 



174 General Suggestions. 

books come in all sizes and shapes — end and side opening — 
to meet all requirements and preferences. Note books for 
pen work should be made with heavy, smooth paper; while 
pencil books should be made with thin, rough paper. 

TURNING THE LEAVES. 

366* — As the reporter nears the bottom of the page in his 
note book he should grasp the sheet in his left hand and be 
prepared to turn it over the instant the last word on the page 
is written. With end opening books it is well to draw the 
page up with the left hand as the writing proceeds, in order 
to keep the right hand on the book all the time, and also that 
the hand may have a short space to travel to reach the top 
line on the next page. 

MANNER OF HOLDING PEN OR PENCIL. 

367* — The pen or pencil should be held as loosely as 
possible in the hand, and in the position most comfortable to 
the writer. Most reporters, however, find it best to hold the 
instrument of writing between the first and second fingers. 
A pencil is held almost vertically, to avoid breaking the lead. 
A pen is held at just enough slant to produce easy writing, 
and with the hollow side of the pen to the right. The thumb 
gives the pen holder a slight roll when the backward shaded 
strokes J and W are to be made. 



Lessons in Munson Phonography. 



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